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!

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Mindfulness in the Classroom- Mindful Assemblies

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In my opinion, the development of Mindfulness should be a whole school initiative that sees the development of these life long skills by adults and children alike (and parents). It should be a part of the everyday life of the school and part of the school’s deeper ethos.

Whole School assemblies are a great way for the leaders of the school to use and model Mindfulness and emphasise the importance the practice has in your school. The use of basic mindfulness strategies can have positive impact on Assembly behaviour and continue calmness for children and staff following the Assembly. I have personally used the strategies with assemblies a big as 450-500 children.

Before using the strategies for the first time, set a basic ground rule.

Ground Rule:
If you choose not to take part in the mindful breathing, meditation or Follow Me game, they are to be respectful to all others who have chosen to partake and sit quietly. (This may have to be reminded a few times. But, the vast majority will take part and many who don’t at first Do eventually start participating or continue to be respectful.)

How do I use Mindfulness in Assemblies?

1- Meditation Music:  I ensure that meditation music is playing as the children come into the hall. The calm music sets the scene and expectations for the Assembly. (A variety of music can be found in the blog post Music or on my YouTube channel.) The expectation is silence. But, seldom do I have to remind the children of this expectation.

2- Follow Me game: It is similar to Simon Says without the verbal aspect. Children MUST be paying attention and following the hand movements you make. The hand movements are slow, deliberate movements that flow with the music being played. (The focused attention and concentration required for this activity is relaxing and puts children in the moment.)

3- Mindful Breathing: When the last class is being seated, the leader guides the children and staff through one of these breathing meditations:

– One Minute Meditation: You verbally guide the children through 15 deep mindful breaths (Various breathing techniques can be found here. However, the two that I am partial to for large assemblies are the basic breathing and the snake breaths.)

– Starfish Meditation: The strategy can be found here and is usually a whole school favourite.

4- Mindful Singing: Singing is made up of deep breaths and long exhales which is natural calming strategy. We also know that music itself can have meditative properties. How to use this strategy can be found here.

Note: At anytime during the Assembly that the children seem to be becoming more talkative or less attentive, guiding everyone through a few deep mindful breaths usually settles everyone. Also, end the Assembly with either Mindful Singing or Mindful Breathing.

The content of the Assembly is now yours to choose.
I hope to share some of the assemblies we do this year that have a clear, direct or indirect focus on Mindfulness development.

Top tips:

– Be in the hall BEFORE the first class arrives. This works best when everything is in place and you are playing the music and playing Follow Me as they come in and sit down.
– Periodically, remind children of what they are doing, why and how it helps them.
– If you are still unclear about how this work, please let me know and I will help accordingly.

When children see adults using Mindfulness strategies successfully, they will see the value of these skills.

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

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!

Mindfulness in the Classroom – Mindful Facial Massages

 

DesignThe development of mindfulness has, at its heart, the reduction of stress hormone levels. Teaching children a number of Mindfulness strategies allows children to find the ones that best meets their needs and successfully reduces their stress and anxiety.

Massage and the power of touch is naturally relaxing and is a way to reduce these stress hormones. Maria Hernandez-Reid is a researcher at the Touch Research Institute. She says that the lowering of stress hormones not only reduces the feelings of anxiety but also supports a healthier immune system.

Here are some simple personal facial massages that children and adults can do to support their own mindfulness.

Before you begin:

– Ensure that hands have been washed well.
– Play gentle meditation music in the background.
– Sit or lay down comfortably.
– Take some deep mindful breaths to kick start the relaxation

Chin Massage
– Use your index and middle finger of each hand.
– Begin at the top of your jaw near your ears on both sides at the same time and move in a small circular motion five times.
– Move your fingers down the jaw line and move then in a circular motion five times.
– Repeat the motions as you move down the jaw bone towards the chin.
– At the point of the chin, use one set of fingers and repeat the circular motion five times.
– Repeat the sequence as many times as desired.

Eyebrow Massage
– Use your thumb and index finger on each hand.
– Begin at the area between your eyebrows and softly pinch for a count of five.
– Move your fingers outwards over your eyebrows and, again, softly pinch for a count of fives.
– Repeat the motions as you move towards the temples.
– Repeat the sequence as many times as desired.

Ear Massage
– Use your entire hand and cup the top of each of your ears and gently squeeze for a count of five.
– Move down the ears, continuing to gently squeeze for a count of five.
– Finish by placing your thumbs in the dent behind the bottom of your ear lobe (where it joins your face) and apply gentle pressure for a count of five.
– Repeat the sequence as many times as desired.

Cat’s Whiskers Massage
– Use your three middle fingers of each hand and make a W.
– Place the fingers on either side of your mouth, applying gentle pressure.
– Gently sweep your fingers across the face with gentle pressure as if you were drawing cat’s whiskers.
– Repeat the sequence as many times as desired.

You can use one massage or a combination of massages. Try out a variety of ways to find what best fits you and your class.
Top tip: Encourage deep, even mindful breathing during all of the massages and have them focus on the feel of their fingers against their skin.

If you like this, try Mindful Head Massage.

Mindfulness In the Classroom – Spread Positivity!

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Sometimes, despite our best efforts in teaching children (and adults) about mindfulness, using mindfulness strategies and being mindful, we forget about it in the times of greatest distress unless it is truly embedded in our minds. This is why I believe it is important to have visual reminders that support that subliminal message to take control of our emotions and believe in ourselves.

This post is a simple one. It is filled with pictures that I have created over the last year that can be copied, saved and made into printable posters for your classroom and across the school. All I ask is that there is some acknowledgement that it came from Education’s Voice. Otherwise, use as is appropriate for you and your school.

Please note, some pictures are more appropriate for staff than children and we MUST NOT forget the adults in our schools! They need reminders as well.

 

 

 

Mindfulness For Children – Top Test Taking Tips for PARENTS

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As outlined in the post, Mindfulness in the Classroom – Test Taking Tips, despite our best efforts as teachers in preparing children for these tests and ensuring they have the right skills to be successful on them, test anxiety can throw a spanner in the works; causing children to react in ways that sabotages their ability to show all they know.

The use of Mindfulness as we support children in preparing for the test can give them the edge to perform to their best ability and not allow the stress to impact on the greater spectrum of life. The lifelong skills of dealing with stress will support them not only for the test but for the general stresses in life.

We need to remember that Mindfulness is not about not having stress. It is about controlling how you react to the stress.

As parents, we can mindfully support our children before, during and after the test.

Before:
Support any homework:  We know that, at times, the homework can be confusing and frustrating for both the parent and child. This is a good time to practice a simple 10 Second Mindfulness exercise together, STOP.

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10 Second Mindfulness- STOP
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.

Remind your child that it is ok to get things wrong sometimes and not everyone is perfect.

– Discuss How They Are Feeling: Developing emotional intelligence is to get children to understand that their emotions are valid. It is not bad to have emotions, good or bad. It is how they deal with and react to these emotions that makes a difference. Talk about emotions like you talk about the weather- Often and every day!
* What emotion are you feeling right now? How does it feel? Is this a good emotion to have in control? How can we change emotions?

During:

SLEEP! The National Sleep Foundation recommends the following:

Children 6-13 years: Recommended- 9-11 hours Appropriate- 7-8 hours
Teenagers 14-17 years: Recommended- 8-10 hours Appropriate- 7-11 hours

We should never underestimate the power of good sleeping habits. Children who are persistently sleep-deprived seem irritable and overactive, seek constant stimulation, are easily distracted and don’t concentrate well.

To help ease your child to a peaceful sleep, use a Guided Sleep Meditation like one of the following:

Everything Will Be Ok: https://youtu.be/FPdANK5jLWE
Always Do Your Best: https://youtu.be/nRD-vwY95JM
Dealing With Emotions: https://youtu.be/OfeJ91mleFE
Deep Sleep (for teenagers): https://youtu.be/kUEUm0BcgBo

Eat Well! Make sure they have a good evening meal as well as a good breakfast. It gives them the energy to take on the challenges of the day. Add a simple Mindful Eating exercise to get the day started.

First Bite Mindful Eating Exercise

1- Have your LOOK at the food they will be eating. Silent,they are to observe what it looks like? What do you notice?
What colour is it?
Is it small or large?
2- Have your child smell the food.
Does it have a smell?
What does it smell like?
3- Have your child, very slowly, put the piece of food in their mouth but not chew it! Leave it on the tongue.
How does it feel on the tongue?
Can you taste anything?
Does it smell differently in your mouth?
5- Have your child begin to chew slowly; one mindful chew at a time.
Does the taste change?
How does it feel in the mouth?
6- Try to get them notice when they swallow, and see how far you can feel the food into your body.

Be Flexible and Calm: Don’t over plan the days your child will be taking their tests. Follow their lead and do as much or as little as they want on the evenings. Sure, you may have paid for a club on the evening of the tests. But, if they don’t feel like going don’t! Change it up! Go for a walk! Grab an ice cream! Watch a movie! Be FLEXIBLE!

Afterwards:

CELEBRATE! Remind them that it doesn’t matter what they get on the test. There are far more things that the test does not measure, like their love for art, their sporty skills, their kind heartedness, their passion for creativity, etc. Do something that celebrates THEM!

But, MOST IMPORTANT of them ALL is to teach them THIS TOP TEST TAKING TIP:

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Parenting is not easy. But, by adding some mindfulness into your life and the life of your child, you ease the journey you take together as they become adults.