Build and Keep Attention

 

Daily Jay- Attention

What are you paying attention to in class?

What are your students paying attention to in class?

We have multiple types of attention:

Focused

Sustained

Selective 

Alternating

Divided

Focused attention is directed to one single specific stimulus.

Sustained attention is concentration on a single task.

Selective attention is choosing to focus on one thing. This was the video we watched and the mindfulness we listened to with Jay.

Alternating attention is having the ability to flexibly switch from task to task.

Divided attention is attempting to multitask. Our brains cannot truly engage in multitasking. When attempting to our brains and productivity slow down. Our brains actually will engage in rapid task switching, as fast paced alternating attention.

How are you supporting attention in your classroom? Are you making sure to engage in daily mindfulness without distraction?

Teaching our students to sit still and listen to Inner Explorer helps them learn to build focused attention and sustained attention.

We need to help our students build attention.

Due to technology and the amount of time spent on fast paced, quick content attention span has decreased. 

According to research our attention is now less than that of a goldfish.

Your students may be missing what you are teaching because they are turned in to the wrong things in class. Or not tuned in at all.

Their young brains are working to make neural connections related to listening and learning in class.

Teachers will do attention getters to grab attention. But how do you keep attention?

As I researched this topic a theme seemed to pop up; positive interactions, building relationships, and silent moments (mindfulness). 

The more we utilize mindfulness and build relationships with our students, the more they will want to pay attention.

One website suggested using the background of your students to create more specific examples in learning. This suggestions encourages getting to know your students. This is building those relationships.

Have you tired one of the many thought mindfulness options on Inner Explorer?

We need to help build and keep attention. 

Class Culture and What You Allow

 We are back this week for more unlike inspiration from Beartown. 

"What about culture, then?" Sune looked more serious, choosing his words carefully. In the end he said: "For me culture is as much about what we encourage as what we actually permit."

David asked what he meant by that, and Sune replied: "That most people don't do what we them to. They do what we let them get away with."

The book is talking about the culture of a hocky team. Sune the older coach felt culture was one of the most important parts of the team. Without a focus on the culture you don't have a team who will work together as a team. Instead you have a group of individuals only focused on themselves. 

This sticks out to me for school as well. The idea that the culture of our classrooms is not simply the rules we give but what we then allow, what we let them get away with.

As I began to research building positive classroom cultures one things stood out the most.

Relationships.

The website thehighlyeffectiveteacher.com list six things to ensure you are setting up a positive classroom culture. 3 of the 6 things focus on relationships.

1. Teacher relationship to students

2. Teacher relationship to parents

3. Teacher encouraging students relationships with other students

As we have talked about before, when we are building relationships with students, students are more likely to want to be in class and want to do well for us.

Relationship building is also about boundary setting. This connects to our book quote. The culture in our relationships, classrooms, and school is built on what we allow students to do at school.

On the website edutopia.org it says that one innovative way to built a positive culture in your classroom is to practice mindfulness with your students.

Our mindfulness practices are a wonderful way to come alongside our students, participating together in learning ways to build inner calm and resilience. 

Edutopia also suggests doing check ins with students.

Often times we do not check in with students until they become a "problem" student and we write into a BSP that a social worker or ABSS will do daily check ins.

You can do your own. You can do a quick check in with all students. You can also pick a different student each day and check in a little extra. Rotate students and you will be able to check in with all students monthly or more for younger grades. Older grades could focus on homeroom for in-depth check ins and still do quick checks with other students.

As you work to build relationships begin to ask yourself:

 What do I encourage? 

What do I allow?

Building relationships doesn't mean allowing unwanted behaviors to go unaddressed. A relationship means you are better able address the concerns in a calm and compassionate way.

Build relationships.

Build community.

Build culture. 

Achievement or Panic

Usually I find a topic when I listen to a podcast, catch something from a psychology page I follow, or see what Dr. Becky and Adam Grant are posting. This week while I was reading the book Beartown by Fredrik Backman I found inspiration. If you know this book, it is an unlikely source of mindfulness. It is a book about a small  hockey loving town in Sweden. The picture above is a quote from the general manger of the hocky club. He was a former player who comes to a realization as a spectator rather than a player.

"It was only when he has to watch a game from the stands for the first time that he realized how close adrenaline is to panic. What rouses the body to battle and achievement are the same instincts that instill mortal dread in the brain."

And guess what, he is not wrong. Psychologically speaking, he was spot on.

Achievement and panic are closely wired in our brains. They share overlapping neural circuits and involve the same neurotransmitters. They specifically share dopamine.

What does this mean for us? Why did this stand out to me as I was reading?

Think about our students for a few minutes. Maybe pick a specific student in your class that seemingly panics when they are doing well. Can you see it? Students that "self-sabotage" when they are on the right path.

The truth of our brains comes from a classic psychology quote "what fires together, wires together." Our students may live in a state of panic at home. Our students may live with a sense of mortal dread. This is wiring strong in their brains. Then when they work toward achievement their brain becomes confused. Due to the shared neuro connections and the stronger connection to panic, our students see achievement as a threat to well-being.

It takes a lot to rewire a brain. But it is possible. 

When we work hard to create calm and a space for understanding we are helping to rewire brains. 

This is why we find mindfulness very important.

Brains are developing until about 25-28 years of age. Our students are ages 5-14. We can help create positive neuropathways. We can help wire and rewire brains.

Inner Explorer has a lot to offer us. 180 daily practices, several transition and sound practices, safety practices, and even for our upper elementary STEM related practices. 

Have you tried a safety practice? Your students might need it. I love the they are given the title, settle and sooth. Our students may need a moment to settle and sooth. It may be after a fire drill, a test, recess, specials, or when they simply come into school. They may come in needing to settle and sooth. 

We need to help rewire the panic. We need to settle and sooth to help their brains work toward seeing achievement as a positive not as a threat.

Do you need to take a mindful break? Do you have some achievement wired with panic?

Have you tried the Educator Wellbeing Inner Explorer sessions? 

This week I did SOS Where are my feet? It was less than 2 minutes and it grounded me in the moment. Try some mindfulness for yourself. Remember we need mindful moments just as much as our students. 

Every Moment Matters. Every Student Matters. Make Connections.

Connection is more important than you think. It's why we at Fortis encourage the 2x10. The video above is a great example of connecting with students and that connection having an educational benefit. 

You never know if the small things you do to promote a community in class will have a big impact on your students. The other day my daughter came home from school and was playing school with her toys. She told me "I have to have my morning meeting, don't worry it's lesson planned." Clearly her class has morning meetings and somewhere along the line she has heard about lesson planning. Kids pick up on the things we say and do. Every moment matters.

Research shows that routines matter to the mind. This helps students know what is coming for their day. Research also tells us that starting and ending days with something positive and engaging encourages and creates positive connections.

We all would rather be greeted with a smile not a scowl. 

We all would like a sweet good-bye not a sour one.

Building relationships matters to our students and the more you engage in this practice the more it will matter to you. 

Below is a link to some great ways to connect with our students. If you notice we already talked about number one.

Connection Matters

Let's highlight a couple of the ideas from the article. 

Getting to know non-school related things about your students. Asking favorite ice cream, food, sport, hobby, etc. Ask about favorite music, song, animal, or show to watch. Just get to know them as a person. This lets the student know that you see them as more than another filled seat to teach.

Walk and talk. This is great especially for boys. Research shows that boys are more likely to be closed off and quiet if they are sitting and looking at the person talking. I love to start with a walk. It's side-by-side, not face to face. No eye contact needed. Walking increases blood flow to the brain. Walking is a great mindfulness activity and has been used as a type of therapy. It is a great way to calm and steady a student and encourage openness. 

Listen. Just listen. Not all of our students go home to a house filled with adults willing or able to sit and listen. And kids like to talk. Just listen. No advice. No sharing. Just listening. This shows them they have your attention, you care about what they have to say, and they are important.

Edutopia has a great read on evidence based ways to connect with students.

Evidence-Backed Connection

At the start the information shares that students need a clean slate. While the article talks about the first day of school, this can apply to any student at anytime. Think about a student who is returning to class after a buddy room, PAR, or OSS. They need a clean slate.

Number four is a great idea too. Banking time. Again, much like our video, this one suggests that when you invest in a student as a person, educational benefits will be noticeable. I liked the words they used, telling us to balance relationship and rigor. 

Number six reflects a topic we have talked about in the past. Be the calm in their chaos. Do not meet chaos with more chaos. They need your calm. Emotions are contagious. Be the calm you want them to catch. When you work to build a relationship you want to be a calm person that can be relied on.

As we wrap up week 5 of school it is not too late to make connections. It is never too late to make a connection. Start today with a class meeting, a walk with a student, a 2x10, listening, fresh start, banking time, etc. 

Connection matters. Every moment matters.

Tip, Tricks, and Techniques

Do you need a reset? Have you observed a student who is in the beginning of a spiral? This week lets learn 10 (actually 9 we learned #7 last week) weird psychology hacks to help.

1. Sour Shock. 

There are a number of benefits to utilizing this strange technique. 

The sour taste disrupts and helps manage anxiety or panic. It is a sensory jolt that can bring one back to the present.

Sour affects the Amygdala. One of the parts of the brain we talk about in mindfulness. Our emotion center. Our Fight or Flight. The sour dampens the response of the amygdala allowing our Prefrontal Cortex to regain control. The prefrontal cortex is another part of the brain we talk about with mindfulness.

Last, sour can help activate the parasympathetic nervous system. This is our rest and digest system. 

If you want to try sour for yourself or a student come see me. I made sure to stock up on sour candy for this blog.

2. Ice Cube Reset

Much like our number one trick, the ice cube can disrupt the anxiety and bring us back to the present. Holding the cold can help lower ones heart rate, reduce breathing, and promote relaxation. This trick involves the Vagus Nerve, which is also connected to our parasympathetic nervous system and promotes rest and digest.

Head to the staff lounge and grab a cup of cubes and give it a try.

3. Power Pose.

It has been a few years since we talked about the Power Pose. Below is a link to our past blog related to power pose and it's benefits.

Power Pose

4. Sing Therapy 

Singing out loud slows ones breath. It has even been found to improve memory, posture, and coordination. 

It also helps alert the Vagus Nerve helping to tell our bodies to calm down.

5.Sock Swap.

It has been said that this helps give one a mid-day mood boost. 

Maybe grab some extra socks to have on hand for yourself or your students. 

6. Cold Water Dunk

I would not recommend this one at school. Unless you have that one student... no, let's stick to the rest of the list. 

But if you need a quick cold dunk, go for it! They say cold shock is good for the body and brain.

7. 3rd Person Talk

Take a look back at last week's blog on third person talk. Give it a try. 

I have been working with students on using this. The younger ones just repeat me and go with it, the others students think I'm strange. But Pamela will keep trying.

8. 5-4-3-2-1 Grounding

Five things you can see

Four things you can touch

Three things you can hear

Two things you can smell

One thing you can see

This could also be used in combination with #1. The taste element could be something sour.

Have a sensory box near by in your calm down space. Make sure you have four different textures in the box. Grab some smelly stickers or markers. Find things and build a grounding kit.

Grounding brings us back to the hear and now. The present moment. It's mindfulness.

9. Chew Gum

This one could be more for you than students. Or you could use this during a 2x10. Give the student gum to chew while you walk and talk then remind them to spit it in the garbage before returning to class.

10. Weighted Hug

Some people do not like touch. Others love it, crave it, and need it. Studies show that we need daily hugs. In fact it has been stated that we need 4 hugs for survival, 8 hugs for maintenance, and 12 hugs for growth. 

Now add in pressure. Pressure calms the nervous system.

If you have a student that needs a little weight on them during the day come see me. I have two weighted dogs and a weighted cat. I had a student last year who would place them on his shoulders and take a walk. I've had students borrow them to sit on their laps for test taking. Others simply spend time with them in my office.

We now all have 8-10 techniques we can utilize to support students who are in a moment of struggle. We now have 10 ways to help ourselves in a moment of struggle.

I encourage you to try a new one each day. If you tried number seven last week, great! This week pick a different number daily and give it a go. I know I'll be using the sour candy in my office (you can too). 

 

McKenzie has got this...and so do You!

 

It might sounds wild but what if you had your students start each day using their own names to encourage themselves? 

Dallas will have an amazing day.

Zyanah will do great today.

Damion is the best.

I'm sure that it would take some getting use to for both you and your students. Maybe you need to start your day in third person too.

Mrs. Nelson can do hard things.

Mrs. Ali can meet any challenge.

Ms. Hiller is strong.

Research backs up this strange but effective practice.

As mentioned in the short video we started with, Michigan State University (Go Green!) researched third person self-talk and emotions.

The findings show that when we speak to ourselves in third person we create an emotional distance. Using words such as "I" and "me" immerse us in our emotions. Our names distance us from the emotions, almost as if a trusted friend is providing the encouragement we need. This technique tricks our brains and helps regulate our emotions.

The research also suggests that we can utilize this when asking ourselves about our feelings. "Why is Sandy upset?" The idea is that we become someone who explores emotions better. Another idea is that we give more grace, understanding, and feelings exploration to others than we typically do to ourselves.

During the research process it was discovered that third person talk did not require more effort than first person. When asked to do third person, the participants in the study completed the task without hesitation. In fact, the research found that third person took less effort than mindfulness or thinking on the bright side. 

We shouldn't give up thinking on the bright side and mindfulness but perhaps we should add third person speak to our emotional regulation toolbox.

For all of you U of M fans, after MSU began exploring this topic of third person self distance talk;  admiring "little brother" U of M began similar research too. (just a little light fun 😉)

Each university utilized a different method of exploring the brain; fMRI and EEG. They were both able to explore various aspects of the brain and it's behavior. One finding was that third person talk helped decrease activity in the self-referential part of the brain. That part of the brain is commonly associated with rumination and painful experiences.

When you look at the findings of both schools you can see that third person self talk has potential to support us and our students.

This week I encourage you to start your day with some third person affirmations.

Sal can make this day great.

Wray is the best.

Gina is amazing.

Lea can do it!

There is no stopping Steph.

Once you have said your own third person talk, take it to your class.

Pamela is helpful. 😉 Pamela will keep exploring more topics to share so stay tuned weekly.

Boundaries, Rules, Expectations, and Standards

 Welcome Back!

I hope that everyone had time over the summer to rest, refresh, and be ready to start a new year.

This week's blog is not a long one. Something short to start us back at it.

If you are new, weekly (usually but not next week, I'll be out) I send out a link to this blog. I will have links, videos, memes, and researched information regarding mindfulness, mental health, and other topics that can support us as we support our students.

Below is a link to a video regarding rules, boundaries, expectations, and standards.  Take a minute to watch and I encourage you to think about how this relates to your class, your students, and you.

Something to Think About by Dr. Raquel Martin

What are your boundaries? 

   - What am I committed to doing or not doing?

What are your rules?

    - What am I trying to control?

What are your standards?

    - What do I allow or not allow?

What are your expectations?

    -What do I wish others will do?

As you set up your classroom structure, create rules, and establish a class contract it might help to ask yourself the above questions.