麻豆传媒入口

Mindfulness is something I incorporate into each of my classes once a week, and it only takes four to seven minutes. After reviewing the benefits of mindfulness practices鈥攍ike reduced stress, boosted working memory, and lowered emotional reactivity鈥攊t was no longer a nice-to-have, but rather a necessity.

Opening a Mindfulness Activity

At the beginning of each weekly session, I welcome everyone into a circle. We leave an empty chair for those who are unable to join us that day. We put our feet flat on the ground, close our eyes, and start with three deep breaths in and out. I guide students to follow where the air from their breath goes. While students are focusing on their breath, I invite them to reflect. Sometimes we reflect on the theme we鈥檙e going to discuss in class, but not always. I always spend a minute having everyone, including myself, focus on how we鈥檙e showing up to the space. Someone could show up happy from a great start to their day, angry because of an argument they just had, or stressed from an upcoming exam. We always make sure to validate how we are showing up without judgment toward ourselves.

Facilitating Mindfulness for the First Time

I have found the following steps useful in introducing and facilitating a mindfulness practice:

1. Let the research and purpose speak for themselves. I often lead with: 鈥淚t is not strictly meditation, but rather a practice in supporting your mind to take care of yourself.鈥� I then list the .
2. Offer an out and get visible buy-in. Students will often be hesitant. 鈥淚t鈥檚 weird!鈥� they may say. And that鈥檚 OK. When I first introduced this to students, I told them that if they could find a research-based practice that achieved the same goals, I would be happy to help them create a proposal for the group. I then asked the group to give a thumbs up if they could at least try it.
3. Share how developing a mindfulness practice has personally benefited you. After I get my students鈥� buy-in, I tell them how mindfulness has helped me, and I give one or two anecdotes. For example, the last time I had to have a very difficult conversation with a personal friend, I felt my mind racing. I got to the coffee shop a few minutes early, put my phone away, and got into position鈥攆eet flat and hands flat on my knees. I took a few deep breaths, calmed myself, and made myself aware of how I was showing up. I was able to recognize why I was showing up that way, and I asked myself how I wanted to show up. I tried to keep my focus on only that and my breathing. I then visualized how I wanted to show up, took a few breaths in, and returned to the present moment. The conversation with my friend was incredible and uplifting. None of my dialogue was colored by the anxiety, stress, or self-consciousness that cluttered my mind leading up to that conversation.
4. Give a reason for every direction the first few times you go through the practice. For example, I鈥檒l begin by saying, 鈥淲e鈥檙e all going to close our eyes. I鈥檒l keep mine open to make sure that no one is being watched because that could be awkward and feel unsafe, and my job is to ensure your physical and emotional safety.鈥�
5. Balance giving directions with silent time to practice the task. I will often say, 鈥淭ogether, we take a deep breath in [followed by a collective breath], and a deep breath out.鈥� I then give us 40 seconds or so of just focusing. For that 40 seconds, I am silent. Before starting, I say, 鈥淣ow we are going to hold that focus for a little while. We just focus on where our air is entering and exiting our body.鈥� Then every time I have a new direction or narration, I include myself again. It must be a balance between targeted narration and silent time to practice the task.
6. Only directly address behaviors that are unsafe. Otherwise, like when a student laughs or tries to make silly sounds, I will often gently reinforce the mindfulness practice by saying, 鈥淎nd we鈥檙e taking a deep, calm breath in.鈥� I do this in a very direct but soft tone that sounds like a parent calming a child down rather than reprimanding them.
7. Allow for reflection and feedback. The first few times, I had my students turn to a partner and discuss how it was for them, offered space to give me critical feedback, and also offered them space to make meaning of their experience. Often, it sounds like, 鈥淥K, now turn around to your partner, give them a high five or ask if they want a hug, and discuss how that exercise was for you. Was it annoying? Fun? Interesting? Did you find yourself thinking about things you wished you hadn鈥檛? Whatever it is, be ready to share something that came in your conversation with the whole class at the end of 90 seconds!鈥�

Ultimately, it takes a strong trust with your students and a set routine. At the end of the day, teaching is not about guaranteeing that students will use what we teach them. It鈥檚 about ensuring that they know how to use it, and giving them the space to practice it. Like one of my students told me, mindfulness 鈥渄oesn鈥檛 help me know what to do, but it helps me recognize that I need something.鈥�