from Staff
While the Scientists at the University of Wisconsin-Madison Center for Investigating Healthy Minds (CIHM) at the Waisman Center Aren’s Yet Ready to Issue Evide-Based Curry Outreach Specialists Lisa Thomas Prince and Lori Gustafson Offer The Following Tips for Families Wishing To Engage in Mindfulness Practices for A More A positive atmosphere in the classroomS
See also What are the levels of age?
10 Tips for Starting with Attention at Each Level
1. Create a quiet space in your classroom
Find time and/or a place where you and your students can pause for a few moments and develop a sense of comfort with silence. Notice how we can realize things around us and in us in a new and different way.
This can work for you as a teacher while designing instructions or respond to the work of students, or the spaces that students work alone. If you are unable to create such a space for students, using white noise (just noynoise.com, for example) can help mask the background noise or still “overactive” minds. We even made our own combination of background noise to read and writealso.
2. Pay attention to the purpose and curiosity
Have students try to notice sounds, textures, colors, shapes and other characteristics of their environment. (They can also be excellent prompts for writing.)
As a teacher, if you are able, try carefully eating exercise and slowly, with quiet attention, study a nutritional object with all the senses before eating it – noticing the smells, colors, textures and any feelings of pleasure or discontent.
Being right now is both the cause and the attention effect. Carefulness is rooted in the present. Think of yesterday, tomorrow or even your “self” in the context of the afternoon or school year or activity are opposite to the presence in the present.
3. Use a daily managed meditation
With students, look at the breath by making them close their eyes and examine a guided meditation every day an hour ago. Sam Harris ”Awakening“The app can be useful here for older students while Moshaw is useful for younger students.
4. Career wishes offers
Practice care and compassion for ourselves and others by offering desires as: “Can we be happy, let’s be safe, let’s be filled with love.” Can be giggles in August, but until May? They may just wish you affection right away.
Caring desires can be used when we experience discomfort before we take a test, when we read aloud or just send the kindness to another person, knowing that we all want to be happy.
5. Practice thanks
We can cultivate gratitude in simple ways; For example, we can take a few minutes to think about the good things that have happened during the day, keep a list of people and things for which we are grateful and/or create a journal for gratitude using words and photos. Write about it, talk about it, think about it.
6. Keep it just
While pre -careful care can be incredibly powerful for the classroom, keep it playful, simple and “child -oriented” (not “the practice of attention -oriented”).
7. Be patient
These ideas will have patience to develop as capacity in students. Start small activities. Accept challenges when they occur. Help students contextualize what they do and why they do it. There is no reason for the care to be successful in any K-12 classroom.
8. Model it – or let others do it
Watch others “comply” so that they can see what it looks like in different shapes, contexts and applications. This can be done live either through YouTube, or even videos that students make on their own.
Many people misunderstand attention, Zen, meditation and other “mystical” practices that all often simply simply reduce to the mind of the mind by losing “themselves”.
9. Transfer it
Help them carry it beyond the classroom by offering tips, resources, ideas and more to be careful in their daily lives. (After all, isn’t that?)
10. A magazine for this
What is not when it “works” when not, what were the benefits, what other aspects of the practice of growth of daily care could lead to, etc.
Other tips for teaching attention to children at any level
11. You don’t have to do it “fun”, but you can’t dry it. Make it “alive” and lively, because it is alive and alive at every moment.
12. Use different “places” and “options” for care: in the classroom, outside, stand in line, with open and closed eyes, before test and after, with lights on and off, etc.
Here are improved replacements for tips 13 and 14 that support the spirit of your original list, but offer more practical, age-appropriate and classroom-related strategies:
13. Normalizing attention by connecting it to the daily life of students.
Instead of relying on celebrity approvals, show students how carefulness can help them with real, relevant challenges – to stay calm before a test, fall asleep easier or manage a classmate. Shaping it as a practical life skill increases entrance and makes it feel less like a “school thing” and more like a “life thing”.
14. Learn the connection of the brain and body in simple, visual terms.
Use an analogy that students can understand – such as comparing the brain with a smartphone that needs memory to load and clear. Explain how care is like a reset button for their mind, improving focus, emotional balance and even memory. Add a visual anchor as a quick sketch of a “battery meter” showing how the voltage drains the energy and the attention restores it.
teaching at care any assessment
