Mindfulness in the Classroom

There has been an explosion of apps and sites designed to help teachers fold mindfulness into the daily work of teaching and learning, suggesting a big commitment for "yet another thing" to add to the agenda, yet the practice itself requires very little time or preparation.

One way I've folded mindfulness into our work day is by writing a contemplation on the board for students' arrival. For example, I might write: "Happiness is something you make, not something you wait for," or, "Every action begins with a thought."

Some days, I'd draw students' attention to the statement and ask that they write, talk, or simply consider it quietly as we prepared for our first class of the day. Other times, I might lead a whole group discussion about the statement. Still other times, I would not directly address the statement at all; I'd just leave it there on the board all day like an invitation for quiet, personal reflection.

That very simple, nonintrusive practice has proven to be an effective way to introduce students to mindful awareness of life lessons both grounded in and beyond the scope of our content study in the classroom.

But to really get kids to build a practice of cultivating greater mindfulness, we can devote a few minutes to discussing this and practicing a very simple meditation that builds the "muscle" of mindfulness over time.

In my school, we engage in Restorative Circle every day and I can easily include a mindfulness practice with it, but you don't have to have that structure in order to try the following.

The Set-Up: Sit with your students in whatever formation feels natural to the way you run your class. For me, that's sitting in a circle so each of us can see each other, and nobody has their back to anyone. Explain that "mindfulness" is essentially the act of being aware of one's thoughts and how they influence any given moment or experience. When we recognize that our thoughts do or do not align with the way we intend to live, then we can decide for ourselves whether or not we will act on the thoughts.

This, you can explain to your students, is incredibly empowering. Depending on the age of your students, they may recognize the appeal of being more "in control" of their actions and words.

Next, tell your students that anyone can become more mindful, but it does take some exercise. Ask your students to try an exercise with you. Tell them that one way to become more mindful is to first learn to notice the thoughts that come into their minds, and we can do this by closing our eyes and turning our attention inward to the activity inside our own minds.

The Exercise: Set a timer for two minutes. Close your eyes and say to your students, "Sitting upright, settle into your seat and find comfort there. Keep your back straight and energized, but not stiff. Become aware of your breath as it moves in and out of your body. Notice how it feels when your breath moves into and out of your body, and just pay attention to that for a few breaths." Stay quiet and engage in this activity yourself for a few breaths. Then say, "As you continue paying attention to the sensations of your breathing, you may notice that your mind strays to a thought, emotion, or sensation and stays focused on that, rather than staying focused on the breath. Acknowledge that thought, emotion, or sensation, and then bring your attention back to your breathing. When another thought, emotion, or sensation takes your attention, acknowledge it and then return to focusing on your breathing. Allow that pattern to continue until I tell you our time is up." Engage in this practice with your students until the time comes to an end, and then say, "When you are ready, slowly open your eyes and reconnect with the space and people around you."

The Reflection: Going around the circle now, beginning with a student, let everyone share what they 'noticed' in the practice. If a student doesn't want to share, allow him or her to "pass" and move on to the next.

When it's your turn, thank the students for sharing and tell them all that this simple two minute practice can be done on their own at any time that feels right and safe for them to engage in the activity. Let them know that you will also provide time for this practice in class, so they can experience what happens with consistent application over time.

The practice itself is very simple. The follow-up share/discussion is where you and your students will begin to see growth. When you begin to notice signs of growth, you can turn the discussion to how the simple exercise is influencing the students throughout their days, particularly when they are not in the meditation act. Students can share how their mindfulness is strengthening and how this helps improve the quality of their lives.

These reflective discussions needn't be led in any particular direction. Simply allowing the students and yourself to experience and discuss the changes that occur in your daily lives as you build this practice more regularly into your daily routine will illuminate the value of it in your lives.

Rationale: Some educators will point out that this is still "another thing to do" with our precious little class time. That's true. But it's an activity that will cost two to five minutes (more if you choose to linger in discussion longer), and those minutes will contribute to the greater goal of preparing our students for life.

Another way to think about it is this: if I omit the mindfulness practice and fill those minutes with grammar drills, my students may get better at writing sentences, but I'll have done nothing to help them master themselves. I figure helping them learn to understand and navigate their inner experience contributes to my professional goal of making every minute I spend with my students count toward improving the quality of their lives and empowering them to achieve their personal goals.

What do you think?