Mindfulness?

Tonight I'm writing about some learning more aligned with the mindfulness curriculum than the NZ Curriculum, but perhaps it should be part of what we do.  Maslow states that all humans have innate needs for things such as safety before belonging, and belonging before self-esteem etc.  It's an interesting concept that we have so little time to teach, so we start with goals, when some of our kids don't actually feel personal security in our learning spaces.  So what can we do about it?

(Source: Retrieved from the World Wide Web 26th July 2018 at 9.00pm from https://www.simplypsychology.org/maslow.html)

In a bid to support some of our students who struggle to settle into learning, I've considered bringing some of the mindfulness I encounter at yoga into our classroom.

Many learners arrive at school having had sugary breakfasts (including fizzy drinks and energy drinks) and struggle to settle.  along with the physiological needs of water and food, I would also argue that they need correct nourishment to be settled enough for learning.

However, seeing as I don't always have control over this aspect of their day, I see my role as encouraging the settling process. 

In the mornings, most days, we begin the day with our karakia, roll and "thumbs up, thumbs down, thumbs sideways" - this is a quick check-in so I can see how each of our kids are feeling.  It helps us all to be mindful of how their mood might impact their decision-making for the day and even helps them get in touch of where they're at.  In addition to this, it's a wonderful way for me to connect with them and offer some kind words or mutual excitement around an upcoming opportunity they might be looking forward to.

Following this, most days we begin with maths in our Hub of 90.  Our learners move into their groups and don't often remain with their base group teacher, so they are quickly relocated to a new space and must settle in and get down to the business of math learning.  Many learners have experienced a trauma around maths that means they have developed a belief that they are not good mathematicians.  Changing their mindset around this is not always easy, but is vital to the ability to ensure they are willing to engage in math learning, to the best of their ability. 

In addition to this, many learners come to school with emotional concerns or mental health problems.  Many of these are at this age, yet undiagnosed.  Yet they are struggling with who they are and how to navigate this. 

With all the above in mind, I decided this would be the best place to begin my mindfulness curriculum.

We began with something so simple.  The kids find a space in the room, lie down on their backs, place their hands on their belly or alongside their body, close their eyes, and breathe.  Yes there are a few giggles as they settle in... they're outside of their comfort zone, doing something very different and there is huge vulnerabilty in that.  But they engage.  Taking a few minutes to coach them through noticing their breath, setting an intention for their math learning for the day and settling their busy brains only takes a few minutes and when they come back to a seated position, there is a noticeable calm in the room.  We have more to go through in this curriculum, but given the calm it brings, I think it's worth pursuing.  A few minutes at the beginning of maths means a much more settled maths session.  And that's worth being mindful about.

My next action includes learning about Mindfulness programmes on offer for children.  Sparkles have one.  They are a mindfulness curriculum that has been developed in Christchurch, New Zealand.
See Sparklers here: https://allright.org.nz/tools/sparklers/