mindfulness for the busy educator - s-day conference...mindfulness for the busy educator jessie...
TRANSCRIPT
“THE KIDS WHO NEED THE MOST LOVE WILL ASK FOR IT IN THE MOST UNLOVING OF WAYS.” -Dr.Russel Barkley
-Dr.Russel Barkley
WE
are the best prevention/intervention
tool in the Universe.
OUR presence creates the climate.
“Between stimulus and response
there is a space. In that space is
our power to choose our
response. In our response lies
our growth and our freedom.”
-Victor Frankl, Psychology and Holocaust
Survivor
WELCOME!
Today, we will…
Deepen our understanding
of mindfulness
Be involved in experiential
practice
Gain insight as to how this
could support you in your
personal and professional
life
GET TO KNOW YOUR TABLE
MATE
Please introduce yourself and share
the following:
FACT: How long you have been in
the district and what role you play
FOOD: If you could only eat one
food for a week, what would it be?
All the “FEELS”: What is something
you feel grateful for this week?
MINDFULNESS EXERCISE
Breathing in, I do
my best,
Breathing out, I
let go of the rest.
(American Federation of Teachers, 2015; Davidson, 2011; Gallup, 2013; McCarthy, Lambert, O'Donnell, & Melendres, 2009; Skaalvik & Skaalvik, 2015; Stevenson & Harper, 2006)
((Gallup, 2013.) (Green, 2014; Kipps-Vaughan, 2013 Teachers Assurance Report, 2013)
TEACHER STRESS
In the Teachers Assurance Report:
51% reported they suffer from severe stress as a result of
workplace worries
83% reported stress causes them to be constantly tired
24% get sick more frequently
Teachers report stress causes their teaching to be below par,
negatively impacting their students’ learning experience
EMOTIONAL CONTAGION IN THE CLASSROOM
SEL 101 BRAIN BASICS
https://www.youtube.com/watch?v=gm9CIJ74Oxw
DR. DAN SIEGEL - FLIPPING YOUR LID
THE BIOLOGY OF NOT
BELONGING
Perceived Threat
Response—
Amygdala hijack—
Fight, flight, freeze
Olson, K. (2014). The invisible classroom: relationships, neuroscience & mindfulness in school. WW Norton & Company.
Souers, K., & Hall, P. (2016). Fostering Resilient Learners: Strategies for Creating a Trauma-Sensitive Classroom.
ASCD.
FIGHT, FLIGHT, FREEZEIN THE
CLASSROOM
FLIGHT FIGHT FREEZE
• Withdrawing• Fleeing the classroom• Skipping class• Daydreaming• Seeming to sleep• Avoiding others• Hiding or wandering• Becoming disengaged
• Acting out• Behaving aggressively• Humor at others’
expense• Exhibiting defiance• Being hyperactive• Arguing• Screaming/Yelling
• Exhibiting numbness• Refusing to answer• Refusing to get needs
met• Giving a blank look• Feeling unable to
move or act
“BRAINS IN PAIN CAN’T LEARN”
THE BIOLOGY OF NOT
BELONGING “Social pain activates the
same region of the brain
that signal physical pain.”
(Eisenberger et al., 2003)
TRUE FOR ADULTS
TRUE FOR OUR STUDENTS
You gotta
MASLOW
before you
BLOOM.
QUESTIONS OF BELONGING
The four questions rarely get asked with words, just as they're rarely
answered with words.
Here are the 4 critical questions:
1. Do you see me?
2. Do you care that I’m here?
3. Am I enough for you, or do you need me to be better in some way?
4. Can I tell that I’m special to you by the way that you look at me?
https://www.thriveglobal.com/stories/16020-4-questions-we-
unconsciously-ask-near-constantly
FLASHLIGHT OF ATTENTION
WHERE IS OUR ATTENTION?
CAN IT BE RIGHT HERE?
CIRCLE TALKONE MINUTE
REVIEW OF THE BRAIN
For the next minute,
please share something
you found interesting,
were reminded of, or
learned about the
brain.
MINDFULNESS...
MORE THAN JUST A NICE
IDEA
Thirty years of research
shows that mindfulness
reduces stress, anxiety,
depression, and hostility
and improves executive
function, empathy, and
compassion.
THE MINDFUL REVOLUTION
https://www.youtube.com/watch?v=gWaK2mI_rZw
WHAT MINDFULNESS IS
http://greatergood.berkeley.edu/topic/mindfulness/definition#what_is
WHAT MINDFULNESS IS
Mindfulness means paying attention…
On purpose
In the present moment
Without judgment or criticism
Allows us to respond, rather than react
MINDFULNESS IS BEING WHERE YOUR FEET ARE
4-7-8 Breathing
NOTICING THOUGHTS AND EMOTIONS WITHOUT JUDGMENT AND GETTING BACK TO CENTER
“Get curious, not
furious”
A - AUTOMATIC
N - NEGATIVE
T - THOUGHTS
https://www.youtube.com/watch?v=FAcTIrA2Qhk
WHY PRACTICE MINDFULNESS?
WHY PRACTICE MINDFULNESS?
Mindfulness can help you cope with
stress
Connect with your students
Improve your general quality of life.
Reduce negative emotions and anxiety
Increase your positive emotions and
feelings of self-compassion.
http://greatergood.berkeley.edu/topic/mindfulness/definition#why_practice
MEASURING MINDFULNESS?
Teachers trained in
mindfulness show:
Lower blood pressure
Less negative emotion
Less symptoms of
depression
Greater compassion
and empathyhttp://greatergood.berkeley.edu/topic/mindfulness/definition#why_practice
SELF-CARE = STUDENT CARE
Mindfulness of sound
https://www.youtube.com/watch?v=RVA2N6tX2cg
JUST BREATHE…LEARNING LESSONS FROM KIDS
WE
are the best prevention/intervention
tool in the Universe.
OUR presence creates the climate.
“I’ve come to a frightening conclusion that I am the decisive element in the
classroom.
It’s my personal approach that creates the climate.
It’s my daily mood that makes the weather.
As a teacher, I possess a tremendous power to make a child’s life miserable
or joyous.
I can be a tool of torture or an instrument of inspiration.
I can humiliate or heal.
In all situations, it is my response that decides whether a crisis will be
escalated or de-escalated
and a child humanized or dehumanized.”
--Haim Ginott
STRESS ON THE STUDENTS’
BRAIN
Students are being diagnosed
with depression, anxiety, ADHD,
eating disorders, addictions, and
other self-destructive behaviors
at an alarming rate.
Data shows that stress and
poverty result in loss of executive
function and working memory for
students.
http://www.contemplativemind.org/Mindfulness-A_Teachers_Guide.pdf
http://www.mindfuleducation.org/
BENEFITS FOR STUDENTS PRACTICING MINDFULNESS
Increased attention
Increased executive function (working memory,
planning, organization, and impulse control)
Decreased ADHD behaviors—specifically hyperactivity
and impulsivity
Fewer conduct and anger management problems
Increased emotional regulation
Increased self-calming
http://www.mindfuleducation.org/
BENEFITS FOR STUDENTS PRACTICING MINDFULNESS
Increased social skills and positive behavior
Increased care for others
Decreased negative affect, or emotions
Decreased anxiety in general and text anxiety in particular
Decreased depression
Increased sense of calmness, relaxation, and self-
acceptance
Increased self-esteem
Increased quality of sleep
Sources: Developmental Psychology; Mindfulness; Journal of Child and Family Studies Published in THE WALL STREET JOURNAL
MEASURING MINDFULNESS
Recent studies have found that students taught mindfulness techniques show:
• 24% INCREASE in positive social behaviors• 24% DECREASE in aggression• 15% IMPROVEMENT in math scores• REDUCTION and PREVENTION of depression-like
symptoms• IMPROVED classroom behavior (self-control, paying
attention, respect for others)
http://www.mindful.org/free-mindfulness-apps-worthy-of-your-attention/
MINDFULNESS APPS
FORMAL & INFORMALMINDFUL PRACTICES
MINDFUL MOMENTS
