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My students have been using Go Noodle for their interactive movement and entertaining videos. Today, we tried the Rainbow Breath right before dismissal. What I liked about this is it calmed us down and allowed us time to reflect on our day. It was a great transition from cleaning up and packing up (Which is normally busy and noisy) to discussing our goals for tomorrow and strengths from the day. Combining these two activities made my students calm and mindful as they left the building at the end of the day. We have been working on awareness of others and how our actions affect others. One of my students reflected on the breathing (the voice over directs you what to do with your body and breath and to follow an avatar on the screen as you take deep breaths and hold it). She noticed that she could hold her breath longer than she thought. Another student noticed how calm the class felt during reflection time, I noticed how peacefully we left the building and walked through the halls to our destinations. I felt more relaxed too (which is just as powerful).

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Rainy days and indoor recess often create an energy level  in classroom that can make the transition back into learning time challenging.  After going through the Mindfulness Matters resources, I decided to help the transition back to learning time by doing a GoNoodle Movement and Mindfulness video this week and it really helped! Below is a picture of us doing the Melting video. Our room went from high energy to peace and quiet in a matter of seconds.

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We did 4-7-8 breathing modified to fit with one of our calming techniques, The Balloon. The kids loved adding the counting portion!

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I've been wanting to incorporate more mindfulness activities into my class routine, so this was just the thing to get me going! We tried the quick and easy GoNoodle From Mindless to Mindful. It was perfect for my class as an intro to mindfulness. My students were quiet, thoughtful, and focused for the entire  3 minutes. Afterwards they were all asking for more! I firmly believe kids crave opportunities for moments of quiet and peace througout the day. We'll definitely be doing more of these in the coming weeks.

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I enjoyed this module. My 7th graders were good sports for the most part. I would say that half of them took it seriously and the other half felt uncomfortable. I'm pretty sure though that they will all remember this and we will do it together before tests, when they ask, or when I need to settle them down. This was also a great tie in with the Angst documentary we are using with our middle school kids.

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We use deep breathing strategies as part of teaching our 4 step problem solving plan. This is an integrated part of the Be Cool social emotional program as well as Second Step. We also use breathing strategies as part of our daily routine when transitioning or when the activity/noise level gets uncomfortable in the classroom. Learning to problem solve for children is clearly tied to mindfulness.

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Reading groups in the LAP program are usually 30 to 45 minutes, so our time together needs to be focused and on target. I have found that incorporating breathing techniques before we begin our lesson can be helpful. I took a video of my Kinder group doing the 4-7-8 breathing technique, but it was too large to upload. I should have gone with a photo.

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In tiered intervention we often talk about purpose, focus, integrity, and grit with the students. Each month they are progress monitored on two different assessments and each time the students show growth based on their goal setting and persistence. Three of these 5 students have moved from Tier III to Tier II intervention

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I taught a mini lesson on mindfulness to my resource room social skills group.   We then did a mindfulness activity from GoNoodle.   2 of the 3 kids loved it and wanted to to and learn more.   I will definitely be using it daily with these and other kids who come to me for social/emotional learniing,

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Meditation and visualization.  I show some TED talks and Brendon Burchard "Release Technique" as student's practice meditation and later they use mental rehearsal and visualization to help through difficult assignments, conversations or events. 

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Meditation and visualization.  I show some TED talks and Brendon Burchard "Release Technique" as student's practice meditation and later they use mental rehearsal and visualization to help through difficult assignments, conversations or events. 

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Since they they ask daily if they can meditate

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Release Meditation Technique - Instruction by Founder Brendon Burchard

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Used a melting mindfulness GoNoodle video with my student to prepare him for table work and handwriting activities. He enjoyed copying the character, making faces and poses and demonstrating being a puddle on the floor. He appeared more relaxed and ready to learn after then video versus super excited and distracted as when he came into room.

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Indoor recess today! I used two of the Go Noodle "dances" to allow my kiddos to move a bit and then we worked on relaxation techniques by following the "melting-Melting" guide. Lots of giggles, but also lots of learning how to calm the body down when feeling a bit stressed! Excellent resource!

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I used the Zen Den video to teach my students how to listen by listening to the "master" to follow her directions to listen to a bell sound. She did this three times and we tried hard to listen as the bell was rung longer each time. The students were so attentive during this practice.

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This year I have several students who are really struggling with awareness of their emotions and being able to calm themselves. We have practiced several exercises about identifying emotions throughout the year and I had planned a short mindfulness lesson after working through this unit. However, on Twitter a few days ago I found a new site (Mind Yeti) and decided to scrap my original lesson and give it a go. My kids absolutely LOVED practicing the breathing exercises after working through a lesson on calm down strategies.

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We are taking a Topic Assessment tomorrow and most of my students get stressed out on assessment days. SO, I felt the need to have them learn to do deep breathing prior to taking an assessment to settle their minds and to let the brain juices flow.

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6 minute body scan relaxation is a success!

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Along with 4-7-8 breathing and other meditation that will be implemented throughout the year, I used this "emotions Recognition chart" to help students identify how they are feeling. We then used the zones of regulation and previously created "calm down strategies", to help students talk about how they would get from frustrated to calm.

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This is a picture of my class right before we took a STAR math progress monitoring test doing some deep breathing exercises.

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Right before holidays or breaks, during indoor recess days or just when it seems like we need a purposeful break we will use one of the relaxing/refocus videos from GoNoodle. The children enjoy it and it, most of the time :), sets the tone for the next lesson.

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For my middle school students who get so easily overwhelmed during their days, I found a great (simple) app that a few of them love to use.  Breathe Kids. They can "plug in" at the beginning of class and go through the "missions" as they need to for up to 10 minutes, or so. It can take the edge off of their stress and allows them use some skills of recognizing when they need the support and I love that it gives them control over it.

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For my middle school students who get so easily overwhelmed during their days, I found a great (simple) app that a few of them love to use.  Breathe Kids. They can "plug in" at the beginning of class and go through the "missions" as they need to for up to 10 minutes, or so. It can take the edge off of their stress and allows them use some skills of recognizing when they need the support and I love that it gives them control over it.

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I'm a school psychologist, and I do a lot of testing with students. I decided to create a poster for my office that teaches students what mindfulness looks and sounds like. Before testing, we talk about the poster and practice some 4-7-8 breathing before we begin the testing session. This helps the students to be in a calm state of mind before beginning the testing.

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Along with using 4-7-8 breathing to calm ourselves down,  I have started to use Yoga in the classroom.  This helps with both calming down and gives the active kids time to move their bodies in a focusd way. I found a great website that uses Yoga while retelling a popular kids movie. Cosmic Kids Yoga.  We did Moana yoga, Star Wars yoga, and Troll yoga.  

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Along with using 4-7-8 breathing to calm ourselves down,  I have started to use Yoga in the classroom.  This helps with both calming down and gives the active kids time to move their bodies in a focusd way. I found a great website that uses Yoga while retelling a popular kids movie. Cosmic Kids Yoga.  We did Moana yoga, Star Wars yoga, and Troll yoga.  

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Michelle Rider - 1st grade -EM

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In third grade, we've been gearing up for the SBA and we also do STAR progress monitoring monthly for reading and about every three months for math.  Besides the Second Step lessons, we are really trying to prepare them that it's okay to feel anxious, but not okay to give up and allow your emotions to take over your decision making. We call it "flipping your lid." There's also a corresponding hand signal that goes with that phrase "flip your lid."

Before any important test, we do mindfulness breathing. I teach them to "smell the cookies, and blow out the birthday cake." Then I have them visualize what a focused, test taker looks like.

I don't know how to attach a picture of our breathing sessions, but I'll figure it out and try later.

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Mindfulness Matters: I integrate the Zones into my daily routines, and at the beginning of each day, and in the middle of each day I have students share which zone they are in during class. Then I help them reset using deep breathing together, or sometimes individually depending on the class. The 4-7-8 exercise works very well, but so do figure 8 breathing exercises. A lot of my students are very visual learners so using the figure 8 method is useful for prompting. Zones is very important too because students can identify the Zone that they are in based on color and mood, and use tools to help bring themselves back to a different zone where they are ready to learn. 

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Mindfulness Matters: I integrate the Zones into my daily routines, and at the beginning of each day, and in the middle of each day I have students share which zone they are in during class. Then I help them reset using deep breathing together, or sometimes individually depending on the class. The 4-7-8 exercise works very well, but so do figure 8 breathing exercises. A lot of my students are very visual learners so using the figure 8 method is useful for prompting. Zones is very important too because students can identify the Zone that they are in based on color and mood, and use tools to help bring themselves back to a different zone where they are ready to learn. 

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Kids leave the gym usually a bit chatty and unfocused after their time in the gym.  To help settle them for the hallways and the transition back in to their classrooms, we practiced the 4-7-8 breathing to help settle them down and encourage them to be more mindful of where they were headed next

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Thanks for the great ideas to use in our resource room groups. We played the feelings bingo - the kids loved the new game. Our kindergarten group was introduced to Howard B Wigglebottom. He was a big hit, and they want to see more of him! I appreciate the resources you shared. Thanks!

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As a freshman counselor, I see kids almost every day with high anxiety. They have a lot going on socially, emotionally, and academically. Many times, by the time they come see me, they are in a spot where it is difficult for them to concentrate and learn because symptoms of anxiety have overwhelmed them. After doing some more research into mindfulness, I found several great videos and blogs on the topic. I have been implementing the "Mindful Minute" with many of my students. When they come see me, we start with some deep breathing and self-awareness. It even helps me take a moment to stop and be aware of my own needs during a busy day! Afterwards, many students comment on how much more relaxed they feel. One student even started yawning during our breathing exercise yesterday! :) I also started taking walks with kids. Getting outside for a few minutes of fresh air and movement can help calm a person down. I have noticed a short walk can help reset their thinking so they can successfully return to class.

In this short video, a classroom teacher shares how she allows the kids to "arrive" in the classroom.  I really like this idea and will be using it more in my counseling practice.
https://www.mindfulschools.org/video/arrive-2/

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I enjoyed this module. My class has a hard time settling after recess or PE. We have been practicing the 4-7-8 breathing exercise. We have also used several of the Go Noodle exercises during rainy day recess. Our school uses the Zones of Regulation so we were able to connect these things to "staying in the green zone".

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I was lucky enough to attend a Yoga Calm training at the end of last year. We discussed a few strategies to use with kids to help them monitor and address changes in their breathing, heart rate and mood changes. As we returned to class, I started using the go noodle lessons, but found that my class was not engaged with the lessons. I researched more and found another sight called Cosmic Kids Yoga. The videos are separated by energy level and then you can find what best meets your class's needs. The lessons from the Zen Den also help address the "whys" behind the behavior.

Suzy Gesell
Kindergarten, SR

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Special Services office staff took a moment to practice 4-7-8 breathing together. These guys are so awesome!

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Special Services office staff took a moment to practice 4-7-8 breathing together. These guys are so awesome!

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I found that many problem behaviors could be escalated if the students have a safe spot to stop and think about how they are feeling and calm down.

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As a school counselor, I found this module helpful in assisting students dealing with anxiety. I've been using an app called Headspace that features *only some free* deep breathing exercises and guided meditations. You can do these with students or encourage them to download the app on their own. (Had difficulty uploading a screenshot, so the snap will have to do)

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Identifying feelings and attitudes about our experiences.

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Identifying feelings and attitudes about our experiences.

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This module came at a good time because I have been struggling to get my sophomores to identify the feelings of protagonists. I am hoping my SEL lessons help them to identify their own feelings and emotions to help improve their own emotional well-being.

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I have been teaching K PE/M for the first time ever. Some great advice I got from veteran teachers was to have a way at the end of the Special block to re-center students so I’m not handing 20 hyped-up kids back to a classroom teacher. As I’m an avid Yoga practitioner, I immediately thought of including Savasana at the end of each 30 minutes. At first, it was completely unsuccessful! Kindergartners do NOT lie still for anyone. But I started to notice things: 1. If I made it a game, they respond more. (UN)Fortunately, I thought of a “bomb” to have them all “play dead” in Corpse Pose (the common English translation of Savasana). After doing this for MONTHS, they now know it’s coming - and specifically request it when I forget! 2. There will always be that one kid. You know what I mean; there is a squirmy-wormy who needs proximity and reminders that they need to calm themselves enough so that other kids can be successful in their “nap.” 3. You have to be explicit about everything. I have to tell them to breathe in through their nose. And I ALWAYS MUST REMEMBER to tell them to breathe out! Another thing they need to be told is to roll on their tummies before getting up to prevent them from stressing out their backs sitting up. 4. MOST IMPORTANTLY, there will always be better buy-in when you MODEL IT FOR THEM. One day, I was very frustrated when adding a few minutes of yoga before our bomb. By the third class I was tired of my own script. So I thought “Screw it. They’re not listening anyway. I’ll just shut up.” I told the kiddos to “COPY ME!” Now, it’s our favorite part. My voice goes off, and so does everyone else’s while we do Warrior, Mountain, Simple Sun Salutations, and - of course - the Bomb/Savasana.
Anna
CKHS/CC/CV

Below is a link to a Doc with links of more pictures!

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Mindfullness a Critical Element in Being Career and College Ready.

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Mindfullness a Critical Element in Being Career and College Ready.

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The video's and reading helped me to develop a deeper understanding of how important teaching self regulation can be to a student. We did our second step lessons which give us a common language regarding respect and empathy. We are doing Go Noodle Breathing and Mindfulness exercises to help us refocus and prepare our selves to learn.

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Earlier this year I worked with a high school student with anxiety and while working on her evaluation she asked to learn some strategies to cope with her anxiety because nobody had taught her strategies before.  During my graduate training, I did many case studies and papers on anxiety coping strategies, including deep breathing.  I worked 1:1 with this student in my office using a deep breathing script.  We practiced a few sessions and talked through the process and how she felt at different stages of the exercise.

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Mindfulness for Transitions (Brain Break)

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Mindfulness for Transitions (Brain Break)

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As a first grade teacher, my students need to have a dance break and learn how to take a "breather".  (I love how these videos help my students learn about self-talk, personal space, and how to use breath to calm their bodies/mind.) We use GoNoodle.  We love the "Lunch" video and the kids know to be ready to go to lunch by the time the song is over.

April Peeples

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I did the mindful body scan video with each of my 5 class periods.  I think I was better at introducing the process as the day progressed.  The students would start out skeptical, but most would enjoy the process by the end and would admit that they felt more relaxed and more self-aware.  Some shared that they became aware of sore muscles from track or they realized how tired they were from staying up too late. Overall, it was a positive experience, but I can see how practice would definitely improve the value.  I am having trouble loading my photo.  This Padlet keeps freezing on my chromebook.

Rachae Winger CKMS

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Sometimes we just need to breath and refocus.  My students like to take a moment to take some deep breaths and then get back to work.  We use GoNoodle and Mindfulness videos on YouTube.
Jennifer Galvan
HEJP

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Mindfulness and coping technique with a high school student struggling with anxiety.

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Mindfulness and coping technique with a high school student struggling with anxiety.

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In a 1:1 situation, student watched a breathing technique video and an emotional freedom technique video. We then engaged in a guided practice session for each technique and a reflection discussion afterwards-- we both described a positive outcome physiologically and emotionally.

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After showing the "Mind in a Jar" video I asked them what techniques they use when they get upset, anxious or mad. Many students did not have a specific technique. I had them practice the 4-7-8 breathing method.

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We watched mindfulness videos and practiced 4-7-8 breathing. Using a visual tool like an expanding ball helped kids find their rhythm.

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I found a great mindfulness activity on TPT to use in my social skills group.  The activity features 5 strategies the students can choose from when they are feeling anxious, upset, overwhelmed, etc.  The students were very engaged, loved discussing and trying out the strategies, and have picked the 2 or 3 they are most likely to use when needed.
Rebekah Williamson, Clear Creek

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At CKMS life skills we base the classroom off of mindfulness.  We have to because otherwise our students are unable to learn.

We have created a home like space we call it the social area for students can study and be comfortable.

I have 12 ball chairs for students to use to wiggle all day long to help them think.  We do ball chair yoga at least twice a week to help them calm themselves and relax.

We sing at least 3 to 4 times a week to Disney sound tracks and it help the students relax and learn.

We try to dance daily. We use gonoodle to dance and move. To let this population of students let out their silly which they desperately need. We also use just dance videos.

Our student learn because they are able to be in a safe and comfortable space.  They are ready to learn at their own level.

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My students love to do the mindfulness breathing exercises from GoNoodle. We do these at the start of our reading time to focus on our learning. They have favorites now such as the rainbow breathing and snake breath. It

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I used a mindful minute activity as part of my entry routine. I was not sure how it was going to go. This kind of activity is outside my comfort zone, but I tried it anyway. Many students engaged with the relaxing technique, others, not so much. I felt more relaxed and calmer as I began to teach the lesson for the day. I think most students benefited from this mindful minute.

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I added this moment to my normal routine. I was nervous to try this kind of activity because it is out of my comfort zone. I noticed that some students really engaged in the moment, others, not so much. I actually found myself more relaxed and ready to teach the lesson. Things felt calmer. I will continue to use this as a way to get my students focused and ready to learn.

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I decided to add a mindful moment to my daily entry task. Normally the students enter with a PowerPoint (Google Slides) document that contains the target, the materials, the agenda and the HW.  Then we transition into a math warm-up.  Today I added a mindful moment in between the tasks.  I explained why and the purpose and then we proceeded to get into our mindful bodies, close our eyes (optional) and focus on the chime/video.  It went smoothly and I will keep at it. I was nervous and it was out of my comfort zone, but it felt good-ish. And I had a good first day back after spring break so maybe setting the tone this way helped? We will see :)
Kristy Jones

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First graders at CVE express their feelings through their Go Noodle mindfulness dance break.

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I focused on increasing emotional self management and regulation by revisiting the kids individual 'take a break' plans. I attempted to incorporate more preferred and musical calm down options by doing student inventories. The kids have more options to regulate their behavior across the day. Below is student using musical finger play to chill out before starting work

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In my class, before we do any assessments, we get our testing areas ready for success. This includes a testing folder, resources that they may need etc. Then we sit quietly and visualize the learning that we have been focused on. Sometimes I share a score with students and I ask them to reflect and visualize the score that they are aiming for. We take deep breaths and remind ourselves to show what we know! We then celebrate our growth, weather it shows on a score or their ability to reflect, relax and be resourceful learners

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In my class we have talked about self regulating and paying attention to what is going on inside our bodies, physically and emotionally. We have done the body scan meditation several times in the classroom, and they love doing it. After the first time we did the body scan meditation, we talked about how our bodies felt before and after, and how our minds felts before and after. Students reported feeling calmer and happier, and ready to learn. My students love when we get to turn off the lights, pick a comfortable spot, and do our body scan. I have one students who needs to take breaks more often than others, and one of his choices is to sit by himself and do the body scan on his chromebook. He is able to calm himself and come back ready to learn.

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We've been reading about, sharing, and demonstrating ways to calm oneself. Some of the books we've shared: Twist by Janet S. Wong (yoga poems), Peaceful Piggy Yoga,  A world of Pausabilities An Exercise in Mindfulness by Frank J. Sileo, PhD.
The students have some strategies already, we learned a few new ones, and will keep practicing. Knowing, cognitively how to calm, is different than using strategies in the moment.
~Elizabeth RobertsReading the poem "Tree" by Janet S. Wong and demonstrating tree pose.

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My sixth period class seems to be extremely active and excited every day. This is great for most activities, but there are moments when the energy detracts from learning. We practiced the 4,7,8 breathing technique during one of these moments, and I noticed a slight change in overall focus. It wasn't drastic, but I want to believe it was beneficial for the students and me.

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In my DLP middle school classroom, we use video shorts after breakfast and our class meeting. Gathered on the carpet, we can focus and settle down to start the day. I have a few YouTube videos we like to rotate. Our favorite is a 6 minute body scan. Very short guided meditation and relaxation. Students can come to school upset or anxious. Eating, talking, and short meditation calms them and sets the mood for learning. Sometimes we watch video shorts that remind them about being present and what it means personally to them. I have also incorporated ed puzzle with some of the videos. They did quite well. It has been very inspirational to them.  We have continued this practice since the very first trial run. Very successful.
Karen Bentz

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I review different reason for using mindfulness with my AP classes to give them different strategies they could implement to help clear their minds and improve their study habits. After reviewing some of the ideas I let students chose an activity to practice. Students were super receptive and happy to sit silently and be reflective on their current habits.

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Being a kindergarten teacher I feel like social and emotional learning are vital and day to day lessons that are constantly being taught. It is definitely a part of my classroom culture.

We start everyday dancing or doing a breathing exercise every morning.

I started by creating a "calm down" area in my room. This is a space where students can self regulate their emotions by identifying what their feeling and use a strategy to help them with it (breathing, counting, reading a book, cuddling a stuffed animal, etc). This gives them an opportunity to self manage.

My other focus has been with decision making. How many of us get tired of solving student problems? Because of this, I was motivated to teach my students small vs. big problems. Once they understood small problems, I introduced problem solving strategies of "Kelso's Choices." My students role played, made posters, watched videos, and read books. Now I am able to say, Is this a small problem? What Kelso choice are you going to use? They are encouraged to use 2 or more before talking to me about it. Since we have started this, my students show independence when solving problems. Problem solving is a life skill and I'm proud to be a part of it.

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We used a Nearpod Lesson: Social/Emotional Temperature Check which allowed for a interactive check in as to how each student felt. They were able to personalize it by drawing on the pictures. It was then shown to the whole class. Everyone enjoyed seeing how everyone felt. We also do regular Brain Gym's which allows students to get up and move after sitting and thinking for long periods of time. This helps reengage their minds and resets their bodies to focus on their daily work tasks.
-Faith Guadiz-Macadangdang

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I chose to use relaxation techniques, specifically the breathing pattern 4,7,8, and imagery with the students in my math lab classes. These students are, in general, having poor self-image of themselves as mathematicians, and many times as students in general. The goal was to allow them to develop the skill of relaxation for when they were faced with stressful situations, inclusive of social situations and most especially summative assessments.

We practiced the techniques daily in class for about 2.5 weeks, then had an assessment. Students used the skill sporadically, but after the assessment were able to verbalize how it did, or didn’t, work for them during the assessment. Most stories were positive. Armed with the knowledge of who used it, I looked at the quality of written responses and work, and noticed that the students who used the techniques had more in depth and thoughtful responses.

David Neault
FMS-Math 7 and Lab

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We now have 15 minutes of quiet mindfulness time right after lunch. the students practice deep breathing, listen to relaxing meditation music and color. We added coloring because just being quiet was very difficult, but coloring is something the students look forward to each day.
Lisa Macht

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In my intervention reading class, I incorporated Go Noodle "Speak Up," and then tailored eight quick writes to address student emotions. Today, we ended with looking at teens who are speaking up and using their power for a passion of their's. We made speech bubbles to display with the things that the students are passionate about and wanted to speak up.

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My Composition and World Issue classes are researching and writing about teens and stress. As part of of their research, they have read articles that highlight the importance of mindfulness in daily activities and learning. Research also highlights the benefit of relaxation and breathing exercises to alleviate stress. We conducted the 6 minute guided relaxation in class. I also brought in my puppy before a test to reduce anxiety. They enjoyed the puppy more.

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I incorporated an article with some facts about impact mindfulness has on students and shared it with my class.  We discussed and then we watched an edpuzzle mindfulness exercise.  Each student listened and did their own mindful minutes.  Most students really took it seriously.  I will attach the video we used.  I would like to do this at least once a week.

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I incorporated an article with some facts about impact mindfulness has on students and shared it with my class.  We discussed and then we watched an edpuzzle mindfulness exercise.  Each student listened and did their own mindful minutes.  Most students really took it seriously.  I will attach the video we used.  I would like to do this at least once a week.

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Debbie Park
Olympic High School

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Edpuzzle assignment. Make video delivery an interactive experience. Students watch the lesson while answering the quizzes. The teacher gets the powerful hassle-free analytics.

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We have been working on calming down after recess and during transitions using the mind in a jar, 4-7-8 breathing, and Flow on Go Noodle. The breathing and visualization helps my students calm down and focus. I created a class in google classroom on mindfulness so I can save resources as I find them and quickly and easily access them later.

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I had the school counselor come in and do breathing strategies and other strategies to use before taking a test to help relax. I've also used the breathing exercise where you tighten everything up and slowly relax everything from head to toe in the classroom and with my cheer squad.
Cheryl Junt

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I have a very active and talkative  class this year. To get this class to calm down is difficult. I incorporated 4-7-8 breathing. This has helped with my whole body listening that I introduced to me class right after winter break. Whole body listening is having the students sit still and focused on the speaker.   We have a poster to remind us how to set.  I really want my students to be respectful of others learning.  Second step has also helped this.

Janice Gurry

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We have done some breathing excercises by GoZen (mind in a jar, body scan, and 4-7-8 breathing.  We have been using calm meditation music during writing time, and some games to help kids practice self regulation and calming techniques to help kids self regulate. I am finding that these activities are helping kids to feel calmer and increase learning according .  I will continue to use strategies I have learned in helping kids stay settled and help them regulate their bodies and practice patience.
Adrienne Cordero

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I completed an experience with Mindfulness in a Independent Living unit with high school students. They tested both breathing and physical movements to take control of their stress. I appreciated that they took the lesson seriously and gave the practice an true effort. The next day several students told me they practiced the breathing either right before their sporting event or in bed when they were trying to calm their mind before sleeping. I will use this periodically in class, especially when I can tell they are stressed and unable to settle themselves. It was well worth the time I spent in class.

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I actually chose this module because I have had many conversations with parents and colleagues regarding the social/emotional well-being of our students. Unfortunately, I think that we put all the focus on activity and getting things accomplished and forget that practicing mindfulness is just as important, and actually improves our productivity! They say that just five minutes a day of intentional mindfulness leads to more focus. I am practicing mindfulness when I first awake in the morning before I get ready for work. When I am at work, I take deep breaths when I need to take a "mental break" to stay calm. We need to realize that our minds are always judging and that we need to see beyond our judgments. I have told many people about the hand exercise--Hold your hands open before you. The fingers represent all the judgments/problems we have. As we raise them closer to our faces, the fingers/judgments/problems are all that we see. As we move them lower, we have greater perspective. Where we put our focus is critical to teamwork and getting along with others. Unfortunately, some people choose to stay focused on the negatives and not the positives. All the more reason to keep my perspective open and reflective.

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We use deep breathing frequently with our students. I like having the visuals now from YouTube to show the students.  This should help with being able to do it deeper.  Plus I will use it whole class more frequently instead of just with individual students.

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In our District Level Program (DLP) we use a program called Zones of Regulation that teaches our students to use  a choice of four colors to help name their feelings: blue , yellow, green, and red. Each color has descriptive words to help define how your are feeling in that zone.  Using these color zones helps to give us all common ground for discussion and activities.
Karen Rowley
EH

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Just as students can feel pressure, stress, and anxiety during the school day, so do teachers. I wanted to research different breathing techniques I could use for myself or with my students to help alleviate anxiety and stress. The next step will be to teach this to my students, but here is a pic of me practicing in my own living room

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In my Read 180 classroom we have used some breathing techniques when the energy level is high or we need a break. My students also started writing a weekly Read 180 goal on Mondays and a reflection of the goal on Fridays. Each day, I remind students to reread their goals and be mindful of their learning and what they need to do to reach their weekly goal. With my students in a 2 period block, we take breaks when needed as a class or get water.

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Mindfulness to help with the stress of high school

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Mindfulness to help with the stress of high school

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This link was sent to me by one of our former students who is currently a student at Yale. He was home for Winter Break and offered to come meet with students at CKHS to share his experience with Mindfulness. He is involved in the Yale Undergraduate Mindfulness Education Initiative (YUMEI) as a Classroom Coordinator so he ran a session for 50 minutes, introducing students who were recommended by teachers to the definition and practice of Mindfulness. It was very well received!

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Mindfulness Definition | What Is Mindfulness

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Mindfulness means maintaining a moment-by-moment awareness of our thoughts, feelings, bodily sensations, and surrounding environment, through a gentle, nurturing lens. Mindfulness also involves acceptance, meaning that we pay attention to our thoughts and feelings without judging them-without believing, for instance, that there's a "right" or "wrong" way to think or feel in a given moment.

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1. I was able to incorporate the calm down breathing technique while implementing lessons on effective problem solving skills. We were able to talk about how when our bodies and minds are upset and angry our brains cannot work as effectively to find a solution to a problem. So the first step is to make sure we have calmed down. Students practiced the 4-7-8 breathing.

Kathy Brockett
CC

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I am a mindfulness practitioner outside of school.  I am pleased to see how someone has tailored the practice to a school setting.  I have heard a teaching colleague (through the walls) teaching mindfulness to students and having them practice it for a few minutes.  It is remarkable to hear....silence!  A powerful way for students to "reset".

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I am a mindfulness practitioner outside of school.  I am pleased to see how someone has tailored the practice to a school setting.  I have heard a teaching colleague (through the walls) teaching mindfulness to students and having them practice it for a few minutes.  It is remarkable to hear....silence!  A powerful way for students to "reset".

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I spent some time with kindergarten students and 1st graders getting in tune with their breathing. We did some regulated breathing using YouTube videos that focused on counting our breathing in and out. I paired this with a book titled "I am Yoga". We even got into a few yoga poses along the way.

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I've co-ran 2 different Relaxation Technique Enrichments specifically for our students who reported high levels of anxiety in our needs assessment. During this enrichment we discussed stress/anxiety and then every session we'd introduce a new coping mechanism. At the end of the group each student then chose 3 healthy habits to pick up and 3 strategies to "find peace" when stressed or anxious. One day we focused on what mindfulness is in general and then 2 other days we practiced different forms of mindfulness techniques. One day was breathing exercises/muscle relaxation and one day was on visualizations/meditations. I was unable to take a picture or video given the confidentiality of the counseling group.

Morgan Collins
School Counselor
CKMS

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The 4-7-8 breathing exercise reminded me of something we do every day in our Karate enrichment class at CKMS: Seiza, which is a short meditation ceremony done at the beginning and end of each session to focus and clear the mind of all but the tasks at hand. This is much more specific, and I think it will make more sense to them than just general breathing or clearing the mind. I am going to build it in to my new rotation, which starts next week. I will also talk to students about how they can incorporate it into their daily lives as a way to calm down and redirect.

The other thing I did with this module is listen to the Tch Talks half-hour podcast "Inviting Curiosity and Socratic Questions Into the Classroom". My students did a Socratic Seminar this past week on the last two paragraphs of The Call of the Wild, and part of their preparatory tasks were to create World Connection and Universal Theme questions to share with their discussion groups. The students asked great questions; ones I hadn't even though of- and their discussions were very insightful. I have attached the form they needed to complete and bring to the discussion.

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In kindergarten, we need lots of brain breaks in order to have a productive learning environment. I have started using GoNoodle multiple times throughout the day between activities to give students a break and reset their brain and body. I love that it has active videos that I can use for rainy day recess, but my favorite is the "Manage Stress" and "Practice Self Control" sections that allow students to breathe, stretch, close their eyes, and do slow movements to calm down. The class favorite is the "Melting" video.
In addition, I have also frequently used belly breaths as  a mindfulness break when we don't have enough time for a GoNoodle. I've noticed that these strategies have significantly helped students calm down and refocus. Some have even taken ownership and learned how to regulate their emotions on their own by what they've learned in GoNoodle to decompress and will use belly breaths independently.

Kyla Reinbold
Kindergarten
Clear Creek

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I've been noticing that my 5th grade class is very responsive when I tell them to breathe as they work through social or emotional issues. After seeing this module, I realized I could put the power in their hands. In my google classroom, I put the two videos to teach them 1. how their brains react during stress & during calmness. & 2. the 4-7-8 breathing technique video. Now, I've seen my students practice this breathing technique on their own during cooperative science group time (can be very socially stressful!) & other times they encounter stress. We talk about our breathing together, whenever our class is having "unfocused" moments to get us all back on track for learning too.

Karrie Coombe
5th Grade
Emerald Heights

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As a school counselor I am so pleased to discover a topic that is very purposeful and welcoming for our students. I am also a mentor and with my mentee we practice Mindfulness techniques. There are a multitude of ways to practice and we found one together that works very well for her. She is in second grade, full of energy, thoughts and ambition. Allowing her range of emotions from joy to frustration to "just be," and accepting them, sitting with them and letting go has made a huge calming difference for her.
Using her breath, observing her internal thoughts, eyes closed, we slowly inhale and exhale, paying attention to how her body relaxes, thoughts are passing by without judgement. She has been my mentee for year 3 now and with the practice of mindfulness, it has helped her to take a breath prior to reacting, which in turn has created "best choices" in the classroom and with friends.
Donna Stanton and Mentee at BR

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In our first grade classroom we have been using GoNoodle as a transistion from lunch recess into the afternoon. After lunch recess kids seemed to anxious. I have GoNoodle ready to go as they come in. My class favorite is "Be Kind to Yourself" and "Strengthen Your Focus."  It empowers their mindfulness for the afternoon.

Shirley Edde
Emerald Heights
First Grade

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Worked one on one with students to talk about strategies that work for students to get "back into the green" and how to get them aware of their responses before the behavior escalates.
Kate Fletcher
BCCS

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Mindfulness in Fisher's AP World and AP Gov classes

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Mindfulness in Fisher's AP World and AP Gov classes

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I have been interested in Mindfulness Practices since last summer but hadn't really thought about using them in the classroom until I saw this module and I read some of the materials about using it in the classroom. Then I remembered a former student, Abe Shim, had been teaching mindfulness classes to high schools around Yale as part of a service project. I thought it would be great to combine what I had just learned with his workshop and so invited hime to speak to all of my classes. He came in in mid January and gave students some great strategies that were similar to those referred to in the module. Since then, I have kept his suggestions on my board and I refer to them regularly to help students destress.The picture below is of Abraham addressing my class.
Sarah Fisher
CKHS

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Part 2

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I am working with my AVID students to help them managing stress and anxiety. I have implemented many elements in my room to encourage healthy ways to cope.
We have been reading/ discussing articles.
Students created self portraits, and made one of their smart goals an personal goal that relates to emotional health.
We also have been practicing mediation  and breathing exercises once a week.

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We partnered with older students to create the calm down jar.
Kelly Gaines and Mary Howe BCCS

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We made calm down jars in conjuction with the mindfulness in a jar video.
Photo 1: Supplies
Kelly Gaines and Mary Howe BCCS

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Mindfulness Group at FMS Library - Part 2

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Mindfulness Group at FMS Library - Part 2

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Facebook comments

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Mindfulness Group at FMS Library - Part 1

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Mindfulness Group at FMS Library - Part 1

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Started a Mindfulness Group that meets every two weeks during Falcon Focus.  Mindfulness is needed in our schools and being able to help students learn breathing exercises manifests positive energy!  I tried to create a calm ambiance in the library by turning off lights and using battery tea lights.  Students gravitated to the semi-darkness.   I used a Google Slide to communicate the mindfulness state of mind:
*Welcome to the Mindfulness Group
*This is a safe and calm place
*All are welcome
*Be comfortable...
*Sit on the floor...
*Shoes are optional...
Incorporating videos help make students feel safe and understand the benefits of mindfulness.  I showed "Just Breathe" video by Salzman.  Powerful for the students to see and not feel alone with their feelings.

We posted a picture of our first meeting on Fairview's Facebook page.  A parent commented and the affirmation we received was wonderful.  See separate Padlet post of Facebook comments.

Julie Gillies
FMS Teacher-Librarian

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Students in my classroom used the Zones of Regulation chart to create a visual of their emotions for each of the 4 Zones.  Each student took a picture of themselves showing emotions that would be exhibited in each of the Zones.  The students were able to recognize when they were in a particular Zone during the day.  They learned and still practice ways to regulate negative emotions when they are in a certain Zone.  They have learned breath work  techniques, visualization techniques, calming movements, and peaceful areas (peace corner) in the classroom.

In addition to these things, we follow the principles of Responsive Classroom.  The students love morning meeting, closing circle,  apology of action, mindfulness cards, yoga poses, and brain breaks using GoNoodle and other resources.  Our safe classroom culture and environment make it so that all students can learn and do better in school and life.

I am so glad that mindfulness and SEL have become a focus in education.  I believe it can make all the difference.

Shana Foreman
3rd Grade Teacher

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My Zones of Regulation Photo library- Student 

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My Zones of Regulation Photo library- Student 

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Using the Zones of Regulation chart, each student took a picture of themselves showing the expression for each of the 4 emotions. This personalized the idea and helped them identify how their bodies felt when feeling each emotion.  The students could then use the chart as a tool to help guide them through emotional challenges throughout the school day. Understanding what their own body language was "saying" to others, helped them realize that their own emotions can negatively impact others.  Stepping outside of oneself is a difficult concept to grasp. Arrows out!
Darcie Vasquez
3rd grade Teacher

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Mindfulness---A Template for Small Group Workshops

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Mindfulness---A Template for Small Group Workshops

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Finally, a CVT module that really fits with school counseling! I've been using mindfulness techniques for several years personally, with family, and with students individually and in therapuetic groups as well as in classrooms, like AP Exam Study Sessions. I love the resources attached to this module and the doors they opened to additional mindfulness web-based tools (Ted Talks, guided practice, meditation videos, brain research, etc.) Having seen first-hand how regular use of mindfulness strategies has the potential to lesson anxiety, improve attention, increase creativity and productivity, and  foster learning, how could we not include it in our quiver of quality teaching practices.

Karen Varnum
KSS

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I am working with a Venture student who is having difficulties with anxiety. After completing a Lit Circle on the Zones Of Regulation I incorporated several of the mindfulness activities into our sessions. We started off listing our strengths and weakness and attaching a zone to how we feel when we are feeling strong green) and again when we are weak. (yellow).We talked about how our body reacts when we are in the yellow zone (anxious). We then talked about tools to help us get back into the green zone - or the present. The student chose several mindfulness activities that will help her self regulate. 4-7-8 breathing was one tool chosen as was a quiet place to confront her inner critic. This will be done in a tee-pee :) The student also was excited to try different yoga poses under my special light. Student did not feel comfortable with picture so I attached one of our worksheets taken from ZONES OF REGULATION

Lori DÁrienzo
EM

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Breathing techniques for students with anxiety

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Breathing techniques for students with anxiety

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For student with test/work anxiety in the school setting, relaxation techniques can be extremely useful to overcome some of the symptoms when faced with their fears. For students with these issues, the breathing technique was taught with parent permission to help them work on their in-school performance. While some students felt that it did help, others were not as convinced or as motivated to perform the breaths during their anxiety.However, when students did engage with the breaths, there were positive changes to show how useful and easy this intervention can be.

Since I have confidentiality issues with photos/videos; I did not take videos or photos of students with anxiety issues.

Nathaniel McAuliffe
SS

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In my Cub 101 class, we have been learning about the effects of the internet/social media on the brain.  Feeling convicted, I incorporated a challenge for students to unplug/take a break from their technology.  I told them it didn't need be for a year, a month, or even a week - a dedicated hour a week would be a start.

In the studies I have been reading, we are continually stimulated to the point where we are losing our ability to just think; kids, especially, are fearful of being bored.  So, I have utilized GoNoodle videos such as "Mindfulness" and "Peace" to practice focus, finding your happy place and being quiet with your thoughts.

Melissa Moser
CKMS