Just Because I Practice Mindfulness, Doesn’t Mean I’m Perfect.

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Well that wasn’t very mindful‘. – The dreaded accusation that can be thrown at anyone who ‘outs’ that they practice mindfulness.

When difficulties have arisen with parents in the past in relation to them or my interactions with their children I have had to deal with this statement.

It’s a difficult one because more often than I would like I do do things that are indeed ‘not mindful’ or compassionate!

My intention is to be as mindful as I can. This can fluctuate from day to day, hour to hour and unless you are a Buddha, a guru, Jesus – (or an estate agent 😉 ) you will sometimes do things that aren’t always compassionate. I’m a learner of mindfulness just like the children and my other co-workers.

What concerns me about the introduction of mindfulness into education is the unattainable expectations that could come with it; from parents and staff, to children and management/leadership.

What is required is a supportive atmosphere – where people are not demonised for what they haven’t done mindfully, but rather celebrate the everyday mindfulness they do conduct and the effort that is being put in.

Mindfulness Activities For Children

Please read the introduction below before downloading this resource.

mindfulness practices for children Mindfulness: Practices For Children

Edition One: The Basics – 2015 Edition.

DOWNLOAD

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Introduction:

What is mindfulness?

Mindfulness is concentrating on what is at the forefront of your mind, in the present moment, with insight & compassion. Mindfulness practices are often intentional and systemic ways of developing a compassionate and insightful presence to an activity.

Focus on the breath is a key facet of mindfulness practice. Neuroscience shows that this makes us aware of the subjectiveness and transient nature of thoughts and emotions, rather than them being something unmoveable and permanent.

It allows there to be space between day-to-day stimulus and automatic reaction.

Stimulus ->           ! ! !        -> Reaction

Stimulus -> Space/Time -> Response

How this resource should be used

The teaching of mindfulness practices to children is actually only a small aspect of what constitutes a ‘mindful pedagogy’ and bringing all the possible benefits of mindfulness to children.

Other important factors to consider are:

You as an educator having a practice. Children benefit most from mindfulness if their teacher practices it themselves. By having a mindfulness practice of your own you create a compassionate and nurturing environment for children to learn in. It also means you have a strong ‘subject knowledge’ for which to fall back on and not only rely on these type of resources (or pedagogical knowledge). The best teachers are the ones that have a combination of good subject knowledge, pedagogical knowledge and passion for what they teach. Mindfulness should be no different. There is nothing wrong with learning along with the children for a while but for more details on creating your own practice please visit my website. mindfulintheclassroom.wordpress.com

The school having a ‘culture’ of mindfulness. If this material is taught out of context in a school not based on an ethos of mindfulness and a school which doesn’t hold the concepts of mindfulness in highest of regards – benefits of these activities will remain limited. Again, if you are looking to provide a ‘mindful culture’ in your school please visit my website for more details.

Continue your own CPD. Continue to be creative and look to develop your understanding of mindfulness. Create new ideas, research and look for the connections between mindfulness and subjects within the curriculum.  Please share these and any other questions or experience on my website or via twitter @ryoungdharma or the hashtag #mindfuledchat for great ideas.

Finally enjoy yourself!

How Can We Document Children’s Progress In Mindfulness Practice?

With interest in ‘Mindfulness In Education’ hitting an all time high, the question will soon come as to how it impacts children over the longer term & what teachers are doing to document this profound change in the children as evidence.

Assessment of children’s development in traditional subjects is often continuous and usually takes place through dialogue with individual children, the class and through the acts of learning. Mindfulness should be no different, if it is to achieve high status within a school’s curriculum.

Documenting & sharing children’s application of mindfulness principles, skills as well as concrete examples of deepening & applied understanding should be regular. For example through parents’ evenings, pupil conferences & school reports. This would allow schools to celebrate application and progress as well as show where development of skills could be undertaken. The following table shows the framework in which this could be done:

Click on Image for a Downloadable PDF Version

Click on Image for a Downloadable PDF Version

How these stages show development

1 -2 Self Regulation: Development in these stages is looking to see if a child is understanding themselves more fully. Seeking to have more empowerment over their actions and feelings. Self regulation is the primary goal of this phase.

2-3 Self Examination: Development in this stage is looking to see if a child is becoming more self-aware. They are more able to examine themselves to under how their relationships with others are being effected by their thoughts, speech and actions.

3-5 Others: Development in this stage is looking to see if a child can begin to look beyond themselves and better understand the community they are sharing with others and their feelings and intentions. This should bring about a better sense of belonging and interdependence.

6 Selflessness: Development in this stage is looking at helping others and looking beyond just the local community. Understanding that happiness and sorrow are often shared sensations.

How you can encourage development

Intentions: Explaining to children that there are two types of happiness: hedonism & eudamionia. Hedoism is about aesthetic pleasure centered around making sure we are satisfied. Eudaimonia is about feel happiness through feeling connected enough with other people and providing help and comfort for others.

Attention: If a concept above is in deficit within a school, class, group or individual give it more attention. This is particularly valuable in the early stages. Attention on the present moment and breath can provide focus, calm and most importantly time/distance between thought and action for children. This can help them make better decisions for themselves and for how they treat others.

Openness: An openness to accept and be compassionate towards the fact that they might not get what they want and will often get the things they don’t want. The openness to the fact the other people have thoughts, feelings, intentions and be interested in them. Finally an openness to the idea that what they think and feel now is subject to near constant tension and change – for better or worse.

[Based on Ronte & Ronte, Everybody Present: Mindfulness In Education]

Not a mark scheme

There is absolutely no suggestion that this framework would be used to assess or ‘mark scheme’ a child’s kindness in a linear way. Morality and ethics are of course in a constant state of tension and change which often depend on circumstance and well being. It would be inappropriate to ‘assess’ and therefore judge a child on single moments in time.This framework should be regularly used to review the effectiveness of the school’s purpose & aims for mindfulness in their school. Note that this is not ‘levelled’ or ‘scored’ but instead is a way to capture where the children are in their application of skills over the course of their schooling or as it is put in the framework ‘their journey so far’.

I do believe that acts of kindness can be observed and therefore should get the recognition they deserve. I don’t asserted that kindness can be taught. However we can observe a deepening understanding and application of kindness, and in this sense progression can be seen.

What this framework does allow is for teachers and schools with this particular ethos to document, note, acknowledge and celebrate children’s demonstration of compassion and kindness over the course of their schooling using positive anecdotal evidence.

This allows children to see that you hold these concepts in the highest of regards and are determined to celebrate this, not only with the children themselves, but with their peers, their loved ones and the school community as a whole. Ultimately we can disregard the tag of ‘mindfulness’ if it makes people feel more comfortable. Because these ‘mindful values’ are universal, fundamental, cross-cultural and are not time-bound. Compassion. Kindness. Collective responsibility. All these concepts have been a key strand of the human story and what it means to be a member of a community since the dawn of civilisation.

I would also be disappointed if a school that was introducing mindfulness into its curriculum was unable to document children benefiting individually or (even more importantly) collectively over the course of their time in school.

It is absolutely right to expect children to progress from all the basic levels over the course of their schooling and I list them below. How, for example, could any school accept that children might not develop in these ways? What a miserable experience that would be.

  • Find it hard to be positive about themselves or others.
  • Finds it difficult to engage in meditation activities.
  • Struggles to share and accept responsibility. Doesn’t always make others feel safe in their company. Finds strong emotions overwhelming and overpowering.
  • Only the self is really recognised.
  • Finds it tough to be caring towards living things, people and property. Harms people through speech and action. Finds it really tricky to share. Often feels the need to be untruthful and harsh in their speech.

It’s important to note that in our school and in an increasing number of schools the teaching of mindfulness is in no way a priority over academic goals, and to suggest so is foolish and ill informed. On the contrary, children’s learning is profoundly impaired if they are unhappy and find themselves in a dysfunctional and hostile learning environment.

So go forth! Observe, encourage, celebrate & develop.