Welcome to weekly posts about mindfulness. Ideas and activities will be shared to inspire mindful moments.
Friday, June 6, 2025
Effort Even at the End
Friday, May 30, 2025
Mindful Intention to Focus on Wins and Release the Rest
Wednesday, May 21, 2025
School Year Wrap Up
This time of year it is easy to become discouraged. You are tired. You are ready for the year to come to a close. You feel the energy of the students, the energy that says "good-bye, I've checked out."
Take a minute to watch the video by Jay Shetty. I hope that his words help you realize you are still here and you are still going.
"If it was meant to break you, it would have. If it was meant to stop you, you wouldn't be here."-Jay Shetty
You are here and you are pushing forward.
Now that you've had your pep-talk, let's help you really feel like you can make it through these last few weeks.
In last week's What About Behavior email an idea was shared about Lame Duck sessions in government and applying this idea to school. As you wrap up curriculum it can seem as if there is little to share with the students to hold their attention. But if you remember reading Erin's weekly email she reminded us "down time is clown time." Here is the link to the Lame Duck article. I encourage you to take some time to read the ideas presented. I will take some time to highlight a few ideas here to help get you started.
The article breaks up the ideas into; low prep, medium prep, and high prep.
Low Prep
Friday, May 9, 2025
Optimist or Pessimist ... or Practical Optimism
"Manage your emotions before they manage you."-Dr. Sue Varma
Dr. Varma is a psychiatrist who has treated patients who were near and effected by the tragedies of 9/11. Through her work and research Dr. Varma has written a book Practical Optimism. This week we will explore some of her wisdom.
80% of people will experience a life threatening situation. Only 8% of people will ever meet the criteria for PTSD.
Optimist and pessimist experience the same amount of adversity. Optimists are better equipped to handle situations. Studies show that it takes more effort to suppress an emotion rather than express it. When you suppress your emotions your body will express what your mind cannot.
You may have heard that when it comes to emotions we need to "name it to tame it" Dr. Varma expands this to help us begin to explore and practice Practical Optimism.
Dr. Varma tells us to:
Friday, May 2, 2025
Resources to Explore
Without internet access for a couple of days I have not been able to do my usual research regarding a topic of mindful support. This week I will simply share out some resources that I find helpful. I hope you can take the time to explore and utilize them during this last month of school.
https://www.centervention.com/social-emotional-learning-activities/
https://www.overcomingobstacles.org/portal/en/grade-level/elementary-k-2
https://breatheforchange.com/resources/
https://www.middleweb.com/47080/relationship-building-with-dialogue-journals/
https://www.additudemag.com/
https://www.cope24-7.net/ (mental health resource for children and adults)
https://www.youtube.com/playlist?list=PLc0asrzrjtZJWljYTAwKM6mdb4RfoiSxx
https://innerexplorer.com/ 😉
https://www.mindup.org/
https://www.clickondetroit.com/all-about-ann-arbor/2022/04/19/5-tips-for-finishing-the-school-year-strong/
https://positivepsychology.com/mindfulness-for-children-kids-activities/
Thursday, April 24, 2025
Earth Day the Mindful Way
Tuesday, April 15, 2025
How do you RSVP to Power Struggles?
Power Struggles don't have to happen. I love how Dr. Becky says that when kids invite us to power struggles we do not have to accept the invitation. RSVP No to the power struggle party. That is not a party you want to attend. (If the link does not work go to Instagram and search Dr. Becky and look for Power Struggle post, it's a good one.)
But power struggles happen. They happen at home with our children. They happen at school with our students. But they do not have to happen. We have options.
According to Psychologytoday.com, a power struggle is defined as an attempt to use coercion, force, and threats in response to a challenging behavior.
We have all seen adults RSVP Yes to a power struggle when a student will not comply. When an adult engages in a power struggle it is a sort of co-escalation situation and is almost always counterproductive.
Power struggles take an already challenging situation and make it even more difficult. All emotions begin to escalate and a resolution becomes much more difficult.
Students, as well as adults often face a variety of frustrations outside of school in their personal lives. If unskilled at addressing emotions those frustrations may find there way into school and interactions with those at school.
When a power struggle appears to be starting it is important to remember that it is the job of the adult to support a student, not control a student.
Before we get into some strategies presented by psychology today and the website needsfocusteaching.com, I would like to encourage you to take the time and read the linked article from Edutopia.
The article from Edutopia gave some great examples of being curious (call back from two weeks ago!) as a way to prevent a power struggle you see coming.
We can utilize curiosity as a great way to reduce the likelihood of a power struggle. We can take time to show interest and understanding.
Below is a great list of ways to prevent power struggles:
Wednesday, April 9, 2025
Mindful Apology Acceptance
Teaching our students how to give a proper apology is not that hard. We can talk them through all of the steps beyond saying "I'm sorry." The step after the apology is often and easily missed.
Have you ever been part of an apology? Have you ever listened to an apology? More often than not the response to an apology is "it's ok." And this is anything but ok.
Research by psychologist Dr. John Gottman shows the importance of being able to rebound from conflict and return to positive communication.
Dr. Gottman also shares in his research that apologies can be humiliating, which is often a deterrent to repeating negative behaviors.
On the Calm app's Daily Jay from April 7, 2025, Jay talks about how apologies allow space for self-awareness and accountability.
When we consider what Jay shares and Dr. Gottman, then we need to consider how we respond to ensure we are supporting the process of self-awareness and accountability. When someone apologizes and we respond with "it's ok" we negate the accountability.
Psychologists Dr. Regina Lazarovich and Dr. Catherine Nobile have also researched giving and accepting apologies.
Dr. Nobile shares that apologies are a chance to heal and grow. She also shared that declining an apology is the polar opposite and can lead to unhealed wounds, unresolved negative feelings, and resentment.
This lesson teaches us that the apology is just as much for the giver and it is the receiver. In fact, even if we may not feel ready to hear the apology we need to allow the space and time for it to happen. We can then share a variety of helpful responses. Expressing appreciation for he other person taking responsibility reinforces the improvement of behaviors.
The following are some examples of apology acceptances we can give and can teach our students to express.
1. Thank you for apologizing. I hear that you didn't mean to cause me harm, and I know that admitting your mistake was a vulnerable thing to do. I accept your apology and appreciate your commitment to doing better in the future.
2. Thank you for your apology. It really helps me that you have taken accountability.
3. Thank you for admitting how you contributed to this situation. I accept your apology, and I'm also sorry for my part.
4. I accept your apology and I'm still feeling very hurt and upset. I want to forgive you, but I need more time to process what happened.
5. I really appreciate this, and your apology resonates. How can we make this less likely to happen in the future?
6. I accept your apology, and what you did was not okay. For us to continue to have a relationship, I need X,Y,Z to change going forward.
7. It takes a big person to admit when they are wrong. I appreciate that.
8. I accept your apology and what you did was not okay. The harm that you caused is not something I can forgive. To protect myself from further hurt, I no longer want us to have any sort of relationship or communication. Please respect my decision.
Obviously that last one is for true hurt that breaks trust and limits the ability to rebuild trust. The last is to be used when significant harm has occurred.
Responding to the apology matters just as much as the apology itself. Teaching children to show an understanding that it takes a lot to apologize teaches empathy and compassion. Apologizing is not easy and should never be dismissed. Take the time to hear a student apologize. Take the time to practice apologies and apology acceptance with students.
Friday, April 4, 2025
Stay Curious, Stay Connected
At the beginning of the year it is easy to be curious when it comes to our students. As the year progresses we begin to feel that our students should understand and follow expectations and we be come less curious and more judgmental.
We need to stay curious. The clip below, from the show Ted Lasso, reminds us about being curious.
Wednesday, March 19, 2025
Spring Cleaning for Your Space and Mind
Spring Cleaning.
Many people take time in the spring to engage in spring cleaning. Going around their space and cleaning out the old, decluttering, organizing, and making the space clean and comfortable.
In the spring (or any time of year) we can spring clean the mind. We can use mindfulness ideas to help clean our space and our mind.
We can sweep away self-criticism, declutter negative thoughts, organize our needs, and polish up what keeps us moving forward.
Studies show that a space filled with junk and clutter creates stress in the brain and body. The external stimuli of a cluttered space can make for a cluttered mind.
In a recent survey most Americans listed home organization and cleanliness among their top five stressors.
Spring cleaning our space can have a positive effect on our mental as well as physical health. If we add spring cleaning of the mind to our spring cleaning to-do list we can increase the benefits for our mind and body.
It can seem overwhelming to start the spring cleaning task. You may not know where or how to start. Here are some mindful tips for spring cleaning space and mind.
First, make a do-to list. What spaces need to be clean? What words of self-criticism need to be removed?
Next, decide your pacing. Would you rather go slow and steady (last week's turtle) or clean in short bursts?
Slow and steady looks more like picking a space and slowing cleaning until it is done.
Short bursts is about picking a time limit and clean as much as you can in that time.
Do you need to slowly stop your negative self-talk, reducing it down day by day or can you mindfully stop and swiftly clean it out of your life.
Have a plan for your "junk." A Keep, Give, Toss, system. After you have cleaned consider the idea of 1 in 2 out to keep the space clean and keep the clutter from returning.
As you consider your keep pile, spend time reconnecting with items and their meaning. As we reconnect with why we are keeping an item spend time reconnecting with your values. Use a mindful approach. What are you keeping in your life that serves your greater mental and physical well-being.
Studies show that women specifically carry higher levels of cortisol, a stress hormone, especially when a space is cluttered. Taking control of your environment can help you take control of your physical health as well.
Cleaning also creates a physical activity. We have to move. This is something to consider for your daily routine. What can you clean daily? How active are you with this cleaning? Can you be more active?
Reframe your feelings toward cleaning. Reframe your feelings toward yourself.
Cleaning is scientifically proven to improve your living space, your physical health, and your mental health.
How can we apply this to our students?
Have daily cleaning chores in your class. Do spring desk clean out. Do cubby spring cleaning. Do locker spring cleaning.
Talk with your students about organization and help them set up a system to stay organized. Make a daily check list of cleaning and organization.
Consider the whole class space and make to-do lists for each space. Give responsibility to your students and let them take charge of cleaning.
Before you start do a mindfulness and talk about cleaning out your mind.
Do a wrap up mindfulness and talk about how good it feels to sit in a clean space.
Take a trip outside. Encourage them to clean their outside shared space. Talk about being in nature and caring for nature.
Remember mindfulness is being in the present moment and paying attention without judgement. Do not criticize during cleaning time. Make it mindful. Encourage, praise, and remind that as we declutter our space we can take deep breaths and declutter our minds.
Monday, March 17, 2025
Mindfulness Helps Win the Race
****This was set to go out last week and then the full
moon and eclipse took over and our students kept me busy. As you read the
beginning of this blog keep in mind it was typed out last week and I didn't
want to edit it. *****
Endurance
We are simply trying to make it through Friday, a full moon,
and a lunar eclipse. And then the final week before spring break. We are simply
attempting to find endurance.
In 2018 studies found mindfulness trending up.
In 2020 Google Trends showed mindfulness had dropped by a
1/3.
Here we are in 2025 seeing more and more research showing us
that mindfulness has more benefits beyond calming students, focusing brains,
and helping to reduce stress.
Recent studies show that athletes who regularly practice
mindfulness (one study used a baseline of at least 41.7 minutes a week) showed
more endurance and less mental fatigue.
If athletes gain endurance and reduce mental fatigue
utilizing mindfulness, we too can use mindfulness to endure the week before
spring break. We too can reduce our metal fatigue. We can also help our
students do the same.
As I researched this topic I thought of Aesop's fable, The
Tortoise and the Hare. This could almost be a story of mindful endurance verse
distracted overconfidence. When we think we do not need mindfulness and become overconfident
we allow distractions to control our brain and thus our actions. Yet when we
mindfully keep pace and have a focus, we can accomplish our goals.
Think about ways you can use mindfulness to gain endurance.
Think about how you can use it to help your students.
Here is a fun mindfulness that came to mind as I thought
about the tortoise....
Have students hold out their hand, palm up. Ask them to
imagine a tiny turtle on their hand. Share that like turtles we need to move slow with our
breath. Have them a deep breath in. Then while breathing out slowly encourage them to imagine the tiny
turtle slowly walking across the hand.
Here is a mindful turtle coloring
page which is free on TPT.
After you teach your students the turtle breath give them
the coloring page and allow some quiet mindfulness time. Encourage them to be
the mindful tortoise and be slow and steady with their coloring. Encourage them
to take time to be calm, quit, and color the very best they can.
Slow and Steady.... Mindful Endurance helps win the race.
Friday, March 7, 2025
Which Voice Do You Hear? ....how about your students?
Friday, February 28, 2025
Aspect-Shift
Friday, February 21, 2025
TALK and Connect
This week has been one of those weeks where I have tossed around a lot of ideas for the blog and nothing seemed to fit just right. That is until yesterday. A combination of the podcast I listened to while making dinner and the audio book I listened to while on the treadmill inspired the ideas and suggestions I am about to share. I hope that you find some wisdom and inspiration, as I did, and begin to plan ways you too can use the information.
Last night I listened to Armchair Experts, Expert on Expert, Alison Wood Brooks. Alison is a professor at Harvard with a popular course called, TALK: How to talk gooder in business and life. Alison is also the author of the book, TALK, The Science of Conversation and the Art of Being Ourselves.
As I listened I began to think about how we can apply her conversation ideas to our classrooms and interactions with our students.
Alison shares in her book and class ways in which we can become better conversationalist. Most people believe either someone is good or someone is bad at having a conversation and that is it. But it's not. We can work on how to have better conversations.
TALK is an acronym that can help us think about how we have conversations with others.
T: Topics. We do not always know, in the moment, what to talk about with others. If we know we are meeting someone new, having a meetings, or doing a one-on-one we can take time to preplan at least two to three topics. This creates a feeling of calm, ready, and curiosity.
When I think about our students I wonder if we ever preplan a topic of conversation. If you have a 2x10 student have you preplanned your topics or are you just coming up with them on the fly. Try planning a couple things each day. This will help the conversation start more easily and flow better.
A: Ask. When we talk to others we need to ask questions. Questions in which we do not know the answers. Explore. Understand. Get to know.
When you preplan a topic for a 2x10 student think of questions that you do not know yet but would love to find out. Questions that are non-school related.
L: Levity. Balance your topics with humor, warmth, and gravity.
When we get to know our students it is good to think of light topics to start with and build as we grow the relationship. Over the course of your 2x10 begin to preplan questions that explore the students whole world. Ask lighthearted questions and questions that make your student think.
K: Kindness. Speak with respect. Engage receptively, even with opposing views. Listen responsibly.
I always share with students that we are listening to understand not to respond. A kind conversation wants to know the information not just share the information.
That old saying "Think before your speak (talk)" really means more to me now. I will think about TALK before I talk. I may even start to make a list of topics to talk about with students and make a list of great questions. Being ready to talk with a student can help build the relationship quicker and stronger.
Now that we have learned how to TALK, lets dive back into Good Inside with Dr. Becky.
In Chapter 11 Dr. Becky talks about building connections with children. Dr. Becky shares that if we want to see undesirable behavior diminish and stop, we first need to build connection.
Dr. Becky shares that she started PNP with her children. Play No Phones. This is a 10-15 minute block of time at least once a week. No electronics. Child driven. Time together.
Again this idea had me reflecting on 2x10. Or if you rather maybe take 10-15 minutes once a week from lunch, recess, or specials. No electronics. Let the student pick a game to play or topic of talk. If it's talk, be prepared with some of your TALK tips. Dr. Becky shared that this is a great time for reflections or parallel play. If the student wants to color, color with them. If the student wants to walk quietly, walk with them. This is a time to let a student know you are there for them and it has nothing to do with how well they are doing their work or how good their behavior may or may not be that day. Fill them up.
In her chapter on connection Dr. Becky also shares about The Fill Up Game. For her this was created when she observed her oldest son struggling when her youngest child was born. For them it looked like hugs and snuggles until her son was "filled up" and had a little extra mom so he could go play on full not empty.
For us with students this looks like time, attention, and being there for a student not just when you need to redirect or discipline. Again as I listened I kept reflecting on 2x10 or committing to a lunch once a week with a student, or the first 15 minutes of specials. A special time of positive connection to fill, build, and bond.
How might your classroom change if you practiced TALK and connection?
Can you pick one student out next week and give it a try?
Wednesday, February 12, 2025
MGI
Could you try to look at a student and give them the MGI of their behaviors and attitude?
Friday, February 7, 2025
Hurry Up and Grow Up
The Hurried Child.
The first time you hear this term you may believe that it refers to us making children "hurry up" or "move faster."
The truth is making our children or students move fast is not The Hurried Child of Hurried Child Syndrome. Hurried Children are those who are overscheduled and forced to grow up too fast. Their life is hurried.
Look around your classroom, chances are you have a lot of hurried children.
This week I want to take time to talk about the hurried child , who they are, what are the causes, what we might see because of it, and how we can support these children.
If you have children you may be familiar with; playdates, sports starting young, music lessons, clubs, etc. We, as a society, are known to schedule and over-schedule our children. We believe that old adage of "ideal hands" and not allowing boredom because that leads to mischief.
There is a problem with making sure our children are always on the go. No childhood. No time to be bored. No free time. No down time. No time to decompress. No creative time. No self-care time.
Hurried Child Syndrome is borne from over-scheduling our children. It can also be borne from children that have to grow up too fast and parent their younger siblings.
Look around your classroom, chances are you have a lot of hurried children.
Thursday, January 30, 2025
A Trick of the Trade
Thursday, January 16, 2025
The Light Up Scrunchie Perspective
Perspective.
We have a perspective. Sometimes our perspective is narrow and ridged. According to Psychologytoday.com having a narrow or ridged perspective can lead to resentment, anger, and depression. A narrow or ridged perspective can also increase emotional reactivity.
Sometimes we need to put on a light-up scrunchie and expand our perspective.
The website mindful.org has shared the following quote that I feel is a great way for us to start considering perspective and connecting it to our mindfulness.
"One of the most powerful mindfulness practices we can do is intentionally and consciously expand our perspective, expand the size of our awareness."
Research shows that we can work on expanding our perspective by adjusting our visual focus. We can do this by relaxing our gaze, taking in more, and widening our view. Some believe that this mindfulness practice is similar to taking deep breaths. We can gain the same calming benefits.
Mindfullittles.org has some great suggestions for us to consider when we begin to work on expanding our perspective.
-We need to start by creating opportunities for a wider perspective.
-Our brains are wired toward the negative and we have to intentionally cultivate a broader more positive outlook.
-We need to notice our negative bias as they come up and take note to be able to work on a new perspective.
-Make a point to notice the good. Look for it. Take a challenging situation and actively take it a part to find the good.
-Distanced self-talk. Take time to ask yourself what you might say to a friend. The things we say to ourselves often are things we would never say to a friend. Being kinder to ourselves creates more space for creativity and reduces judgment.
-Reframe with "Yes...and." This provides spaces for additional information to coexist.
-Focus on Awe... According to the Association of Psychological Science, experiencing Awe can change perception of time, causing us to feel that there is more time and thus more is possible. (I love this idea)
-Power of Yet. Coined by psychologist Carol Dweck, the power of yet cultivates a growth mindset. This is the belief that with practice and effort we can develop and increase our abilities. (I love this one too. Over the summer Leila and I read a book called The Power of Yeti a cute book which helps kids understand this idea of Yet.)
A quick review from the beginning of this blog: Psychologytoday.com reports that having a narrow or ridged perspective can lead to resentment, anger, and depression. It can also cause an increase in emotional reactivity.
Psychology Today also suggests that widening our perspective could very well be the most important skill for our emotional well-being.
What have you previously (or currently) had a narrow view regarding? Do you struggle to see a student in a different light? Is there a situation that you closed your mind, attitude, and beliefs toward?
What might happen if you opened you field of vision?
What if you put on a light-up scrunchie and taught class for the day? Don't have a light-up crunchie, that's alright, what is your light-up scrunchie?
Friday, January 10, 2025
Choose or Change
"What you are not changing you are choosing." -Laurie Buchanan, holistic health practitioner and author.