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try brain gym!

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I don't know what strategies to use?

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Some students are able to self implement the strategy and some students need guided support. My struggle is getting students to use these strategies in other settings.

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To take the time and make it a regular practice.
For it to be an actual routine

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Some students seem resistant to an activity that involves quiet and stillness - like they are physically uncomfortable with it.

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In one of my classes I try to tell myself that there will be another day tomorrow. I am looking forward to looking at addit. resources.

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I noticed very low buy-in at first. It took a few weeks to get kids to settle into the activities and not make a joke of it. I had to force myself to stay the course and then finally I saw improvement.

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How might we get the students who really need this to not disrupt others while calming?

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How might we get the students who really need this to not disrupt others while calming?

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I would like to teach kids to advocate for their own needs rather than do full group meditation.  If a student needs a break, teaching them how to ask and be appropriate and not take advantage of it.  This is more practical in the ¨real world.¨

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Often one or more students struggle to calmly participate in mindful activities, and may say afterwards that mindfulness doesn't work for them. It can be hard to know how to guide them to more effective practice.

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Some students think it's a joke. Or try to distract others. Make excuses to not participate.

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Need more examples of strategies.

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Changing some staff perspectives  on the idea of mindfulness

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Changing some staff perspectives  on the idea of mindfulness

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(On short days)

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I realize that I rarely take the time during the day to stop and be mindful about a situation; today I was able to do that while mediating a conversation between a student and teacher, but I need to be more consistent in making the time to be mindful

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With students who have challenges with self-regulation, can be challenging to be still, quiet, present with their experiences.
How to ensure trauma-informed practices...

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my struggle is with class size when trying  calming strategies with 32 kiddos can make it difficult for me to calm

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my struggle is with class size when trying  calming strategies with 32 kiddos can make it difficult for me to calm

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Getting kids to buy into this, to see value.

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I dont think I actually use calming anything. Unless startling them into silence counts?

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helpful, nice to have some calm moments

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it takes a certain level of calmness to implement

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it takes a certain level of calmness to implement

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a calmness strategy!

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Instilling a peaceful, calming atmosphere allows students to reflect, pause, and plan forward.  Sometimes students brains are going to fast that they need an exercise to just breathe and slow down.

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Some students have more skills for the strategies to be successful.

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Helping the students remember to take a breath,

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Have students talk to their neighbor while I deal with the situation in the class

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Finding what works for each student and then the trimester changes and I get a whole new group that need new strategies.

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I feel more grounded and calm when I take a few minutes to go for a walk or sit quietly. And end up being more efficient and responsive in the long run

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My fifth period needs to take a collective breath every day. Me too!

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One big struggle I am dealing with is student buy-in. The social status makes it harder for all my students to participate. If the "cool" kids aren't doing it why should they?

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Remembering to do it.

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Kids dont take it seriously and those who do are distracted by the others

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Kids dont take it seriously and those who do are distracted by the others

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I'm wondering when are we going to address tier 2 & 3???? It seems like we have been stuck on tier one for few years and we're still not through with them.

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Some days, it doesn't feel necessary to use a calming strategy, but you have to do it anyway to be consistent and sometimes it backfires by making your class more spazzy instead of calm.

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Students enjoy the couple of quiet minutes to themselves.  Seem to be more relaxed. A sense of less negative energy and less hyperactive.

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students won't take it seriously - they will turn it into silliness and wasted time.

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It can be challenging to stay focused and not be distracted; sometimes it can be difficult to be consistent, as well.

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About once a week, I use Smiling Mind with lights dimmed.  Students who do not want to participate can lay their heads on the table and remain quiet.  About 85%-90% participation rate.

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About once a week, I use Smiling Mind with lights dimmed.  Students who do not want to participate can lay their heads on the table and remain quiet.  About 85%-90% participation rate.

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Variety of needs for students with mindfulness. Some require silence, some need to move, and they don't always mesh well.

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One particular student who remembers and uses his breathing

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It's nice to know of a few so that I can use them in different situations and with different groups of kids. It really doesn't take much time and it's worth it in the long run.

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I feel my heart rate decrease, I notice my breathing is slowed and is deeper.

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I feel my heart rate decrease, I notice my breathing is slowed and is deeper.

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The students are more willing to share their thinking and work together

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Students are willing to try. They get out of their heads and focus on the task more than what others think.

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Calming strategies have become easier over time and with practice to avoid taking things personally or getting un needed anger.

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Success and failure depending on the class period the calming strategy is used. The same strategy is not successful with different class periods.

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Kids are asking for it if I forget.

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Students request it everyday! They appreciate mindfulness activities, and will even request them when we have a fun activity planned for the day.

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Not enough student buy-in limits the effectiveness of calming exercises.

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Not enough student buy-in limits the effectiveness of calming exercises.

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I keep forgetting to try them. As I look out at my 5th period class I keep thinking, man, today we could've used a mindful minute...but I did not prepare one. I have been relying on their silent reading period at the beginning of class as my calming strategy, but I think we might need a mid-class moment as well.

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its nice to have quiet time  for a few min

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Students get better at mindfulness, the more practice they get. At first, it took a lot of time and effort to help students bring themselves to a calm place. Now, after a few weeks, it is quicker and more successful.

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It can be very nice in class to have calming moments to reflect and breathe together.

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What are you experiencing as you’re trying out calming strategies(Green)?

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What are you experiencing as you’re trying out calming strategies(Green)?