Episode 2 Notes
Outline
Social emotional outcomes
Mechanisms for why mindfulness works in classrooms
Why mindfulness practice is important for teachers as well as students
Work with human resources departments
Some practices you can use
Links
Center for Mindful Living https://centermindfulliving.org/
Gonoodle https://www.gonoodle.com/
Transcript
Scott Lee
Welcome friends and colleagues. Today we're discussing mindfulness and schools with Jennifer Knowles. Jennifer is the founding consultant at Mind Matters, L. L C, and she is also the schools- based program manager at the Center for Mindful Living in Chattanooga, Tennessee. She has been a literacy coach and an elementary level teacher in Tennessee, Georgia and Zimbabwe.
Educators may rarely be encouraged to think about the importance of students’ agency and needs. It is a common expectation for teachers to have what many may call “a sense of urgency”. And, yes, we should have a sense of urgency regarding what is best for our students. But if urgency is misused as a code word for hurry up and cover more material, we may be doing more harm than good. Our conversation covers a variety of topics, including what mindfulness looks like in a classroom and some techniques that could be useful. We also discuss how teacher practice changes because mindfulness is used intentionally every day.
Welcome, Jennifer Knowles.
Jennifer Knowles
Thank you for having me.
Scott
So why mindfulness in schools?
Jennifer
In a given day, students have so many things to remember to keep up with, so many subjects to go through to cover, to learn, and it's just a really busy time. And I think that mindfulness and all the facets of it can help students learn how to regulate emotions, help them better manage the stress and anxiety that comes when there are challenges in the day. It can help them take a step back and just pause, going from one state of being to the next or one subject area to the next or one classroom to the next. And when we do that, it helps us kind of slow down, helps the kids slow down so that they're more present to what's happening in the next moment.
Scott
When I was the director in an alternative school, we went to a conference, and there was one breakout session about mindfulness, and you mentioned transitions. A couple of the teachers just had learned maybe one or two small mindfulness activities, and they started using them right before transition times. We started seeing our incident data improve during transition times. What's the mechanism that's going on there, do you think?
Jennifer
I think, giving moments of pause between one place to another one, so to subject to another or one state of being to another, giving a moment for pause. There really kind of helps kids check in, check in with their emotional state, check in with where they were and where they're going, and just creates a little bit of space between those two places of being states of being.
Scott
As an administrator, it surprised me how simple it was, and yet it seemed to work.
Jennifer
I think when you were asking about what, “what's that play there, too?” I think, you know, it's really important to encourage and model being able to create space, just in general. And what I mean by that is you know, if we're if we're using opportunities of transition time in schools to just check in, slow down, take a breath notice where we were noticed where we're headed and set those intentions there. If we practice that in real time, the hope is that students will carry that and generalize that into their own personal experiences throughout the day, creating space for a pause. Maybe when you're having a strong emotion or creating space or a pause or a moment for a breath when something's really hard and just recognizing and appreciating that slowing down is in fact really helpful. And when we do that? Our whole central nervous system can slow down because of that opportunity for a pause and we can regulate. And when we're regulating and regulated, we are more present to what is happening right here, right now.
Scott
Regulation and self-regulation are something that I think is so important, and we oftentimes don't think about us as teachers. But yet it's something all of us have said that we want to have done. We want to teach our kids how to do it. And then it's sometimes so hard for teachers to know how to actually teach those kinds of skills shared a teach self-regulation and self-discipline.
Jennifer
Yeah, like I said earlier, there are a lot of facets of mindfulness. That's one of the things that I actually love about mindfulness; is there are all these skills that we can teach to practice present moment awareness. I'm doing so with kindness and non-judgment, which is really what the definition of mindfulness is. And I love that there's so many opportunities and so much versatility and mindfulness and all the practices within it, so that people can choose what resonates and then kind of go with that, because mindful awareness can look so many different ways. But one of the facets of it that really resonated with me was the piece about practicing mindful awareness and how that helps you regulate emotions and that there are actually explicit strategies that you can learn to be able to do that.
Scott
Tell us a little bit about some of the social emotional outcomes teachers could expect if they're using mindfulness in their classrooms,
Jennifer
An outcome of incorporating mindfulness into your classroom it's part of your classroom culture. Is this whole idea of creating space between an action and reaction or in action and a response. Because when we do that, that space gives us this choice factor. We don't have to just constantly be reactive to experiences, especially when they're unpleasant or difficult or challenging, and I think that the more you instill in students, this sense of agency and ownership over “I do have control and the ability to be aware of what's going on in my body”. The sensations that are happening when I'm having the strong emotion, being able to see the space see in their face that moment of awareness when they notice that they're about to do or say something they might regret and then making a different choice. I think that's an outcome that you would definitely see and know that what you're doing is successful
Scott
Because we often times talk about giving kids wait time before answering a question. And in a lot of ways, this is sort of the same thing. But, so many times I need the advance or move on.
Jennifer
Well, I have to say that I think an outcome of incorporating mindfulness into your classroom could be for teachers to be honoring something like wait time. Offer several seconds before you respond or move on or allow for someone to help in our response for that particular student or the students when there's not a response, an answer coming. I think that awareness of creating space between an action and what you do about it is also important for teachers. So, another outcome would be seeing teachers doing the same thing, recognizing that mindfulness doesn't work unless everyone is involved in holding themselves accountable and there's a sense of modeling and embodiment from the person who most everyone in the room is looking to. To decide how they're going to be moment to moment.
Scott
How educators model is important for kids. This is something we don't, I think, talk about enough.
Jennifer
I also think to give credit to teachers, you know, it's really hard to change a mentality or, a habitual interaction or way of being in the classroom. The way we asked teachers to be in the classroom, the sense of authoritarian interactions. It's really hard to get away from that, especially when you're in a moment of stress or you've got to get this taught or completed. It's really hard to model how you want the kids to be in the moment. I think my point to go back to the earlier question about the outcomes is, you know, in my line of work, I always emphasize that we're not just doing this for the students were doing this for everyone in the room. Teachers, students, support teachers, whoever is coming into this culture of this classroom, whatever that may be, that everybody can participate in these practices and everybody can hold themselves accountable; would hold each other accountable through love and support and constantly talking about it in discussing the ways that we try to emotionally regulate the ways that we slow our bodies down. The way this that we practice kindness and generosity and gratitude, which are also concepts that we teach and mindfulness, artfulness practices is what we call them. I love that. And so yeah, just outcomes of being aware of yourself and being aware of yourself in relation to others.
Scott
Learning is a social activity. The teacher is not just a conduit for that activity but is interactive in that activity as well. You know, I really like the way that you describe it as an interactive social experience for both the educators and the student.
Jennifer
Yeah, I think often when we look at education, it's either for the teachers or for the students. So, what out there is for everybody anymore or ever in the history of education? And so, I feel like it's quite a gift that this practice of mindfulness can be beneficial to everyone in the same way. And I always say, in my line of work, I think the teacher is the most important person in the room. I think the teacher sets the tone for how the class interacts was one with one another. How they react, interact with the students how the classroom feels when you walk in the room. Ah, lot of that energy is decided by the teacher. And so, I think that providing opportunities and tools for teachers to recognize how important they are in special they are they can grow such a beautiful culture in the classroom of awareness and support. And regulation can be such a gift.
Scott
What kinds of academic outcomes should teachers expect if they're using mindfulness techniques?
Jennifer
I can give you an example of a student taking a test. So, we all know testing exams can cause a lot of anxiety. And the basic premise of an exam or a test is to be able to Show what all that you've learned. You've listened to all that you've practiced, synthesize all of that into this exam, and so that's a lot of pressure, for everyone, for teachers and for students. When we can practice awareness of our emotions rather than getting caught up in them, rather than participating in them, if we can observe the emotions and the sensations attached to them. Heart beating fast, fist tight, maybe feeling hot and then slowing our bodies down, slowing our minds down when we create space for everything that we've learned to show what we know it will come out. It's really hard for all that we've learned in all the way, no to come out. And it's best form. When anxiety and worry and stress is in control.
Scott
What are some differences that a test might look like? How could a teacher create that space?
Jennifer
Looking at it logistically, some teachers with whom I've worked in their classroom they'll usually do a couple of mindful breaths before the test, before the kids pick up their pencil, before they look at the test. Just taking a minute to close their eyes or gaze down, have their hands free and just slow the system down, slowing down in order to just kind of talking through some affirmative statements of you're ready for this test. If something is difficult, stop and take a breath and just doing a little like setting intentions before the test happens, and then encouraging kids as they take the test and it takes practice. It takes practice to know that this is a tool for you during the test in real time. But one of the things that I have taught kids is like put the pencil down. That sounds so simple. But the act of putting the pencil down kind of indicates to their brain the kids, “hey, I need to take a second to slow down, take a breath because I'm feeling really nervous about what I know or don't know for this particular question”. And being able to, put the pencil down, slow down and then pick the pencil back up and try again. And sometimes when we do that and give ourselves a minute to think, we can perform and give ourselves a chance to remember what we know and perform a little bit better. And I actually have had students say, “you know, I really remembered what I thought I've forgotten when I took an opportunity to slow down and take a breath”.
Scott
You know, that sounds very similar to some things that several good athletic coaches will do before a game. There's an awful lot of quiet time in a locker room, and so I find that just interesting that the similarities a lot of people have been doing in a different context.
Jennifer
Yes, sir, mindfulness is also growing in the sports arena, and I often use that as a hook for adolescents with whom I work. They find that to be more inspiring if I talk about a famous basketball player or football player, or a team that chooses to have a mindful practice in order to better concentrate, which is one of the benefits of mindfulness is, you know, some of the tools we teach her how to train your attention, build stamina there.
Scott
A couple of other things I'd like to ask. You do some consulting work with human resources departments and for schools as well. What does mindfulness have to do with human resources?
Jennifer
Well, that's a great question, Scott. So, the human resources department for the district that I am consulting for has recognized that wellness and self-care is really important to keeping their teachers happy and keeping our teachers in the in the business and the job of teaching. You know, it's no secret that teacher retention is a bit of an issue across the country.
Scott
So, half leave in five years. And that's been consistent for the last more than 30 years
Jennifer
Right. They recognize that we've got to do more for our teachers. And I've had conversations with a lot of people who are say, “well, this is for students”. But again, I'm going go back to, I think the teacher is the most important person in the room, and so we have to invest in them. And so, this is a way to do that. We develop and implement a Whole Teacher, Well Teacher program, where we provide optional sessions for new teachers on things like emotional resilience, mindfulness self-care, how to create a classroom culture that feels more peaceful, things like that. And then, just letting them know that we see you. We value you. That's something that I really enjoy and also creating a wellness program for their mentors. So, in our district we have mentors in every school building, whose role, it is additional role to their classroom jobs: to support new teachers. And part of that work is training them of supporting them and helping them develop new teachers is helping them create authenticity and resilience and positive leadership and empowerment for them to be better for themselves and others.
Scott
If somebody who's listening right now is thinking, Wow, what's something that I could do today with my kids? Do you have an exercise that you could suggest? Or maybe some resources to suggest?
Jennifer
Well, of course. The exercise that I would recommend is quite simple. Just focusing on our breath and using simple breathing techniques to just take a pause in your day. Whenever you feel like you and the class need (or maybe just you, the teacher) need one. I think it's okay to say to your class, “I'm feeling frustration right now. I think it would help everyone in the room if we stopped and took a mindful breath”. So, what does that look like? And teaching that it would simply be everyone kind of noticing their body and noticing the space to be able to get still. And this is important because when we are still, we can't we're more likely to feel our breath, and when we can feel it were more likely to hold our attention to it. And so, getting into a space that feels comfortable, safe, alert. You know I'm not laying down on the tables. Kids fall asleep because when we get still, we get tired. Getting into a still mindful body is what we say, noticing yourself in that space and then being able to close your eyes or gaze down and just breathing all the way in your nostrils and all the way out, or all the way in your nostrils and all the way out your mouth. And one of the things that you could add to that is an anchor spot on your body to feel the breath so we can feel our breath and our chests and you can hold your hand there. You can feel your breath on our belly and we can hold our hand there where we can feel our breath coming in and out of our nose. And these are called anchor spots because, just like an anchor on a boat keeps the boat in place, places where we can feel the breath keeps our attention there and so we can find those places where we feel the breath. And as we then notice the breath there and as we breathe out, notice the breath there. And just doing that three times is enough to change the energy, not only within your body. but in the classroom. So that's just a simple practice that teachers could do. Places they can go to find resources, they are a’plenty. I will mention those places, but before I do, I think that it's important to to name that if this is something that teachers are interested in, and like I had said before, I think that I have to hold space to say that if this is a choice, they make for their classrooms and I hope they do that mindfulness is something they would want to implement; that it's not just for the kids, that it is for teachers too. It's for the community of the room and that we're all invested, and we all participate, and we all embody these things so that we can hold each other in love and support there. So, resources there are a lot. I think one of the great places to start is CALM is a place where teachers can go. And actually, they have a schools initiative where they will allow teachers to have one-year free membership. You have to fill out a survey. But then this is something that they're doing to support teachers practicing mindfulness, and I think that it's a great place for people to start you on their own practice or some great things. If you use GoNoodle, every teacher who teaches elementary school knows about GoNoodle. They have mindfulness activities on there. A lot of people use that as their breaks in the day, especially if the kids need physical interactions. I think Brene Brown has some really great cartoon videos to talk about different mindfulness concepts that I think you're really helpful. There's all kinds of apps.
Scott
And we'll put a couple of links on our website as well. Once again, our guest today has been Jennifer knows, the school-based program manager at the Center for Mindful Living. Thank you very much
Jennifer
You're welcome. And thank you for having me. It was fun.
Scott
The thoughtful teacher podcast is hosted and produced by R. Scott Lee who retains copyright. We encourage diverse opinions. However, opinions expressed do not necessarily reflect the views of our producer partners or underwriters. Guest was not compensated for appearance, nor did guest pay to appear. Transcripts are available in the week following podcast publication at our website: thoughtfulteacherpodcast.com. Underwriting and sponsorship opportunities or other inquiries may also be made on our website: thoughtfulteacherpodcast.com. Please follow The Thoughtful Teacher Podcast on Twitter @drrscottlee
