Mindfulness In The Classroom

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5 Comments

  1. Karla Scornavacco
    February 8, 2016
    Reply

    Cool to see this app…and, most of all, be reminded of what rituals we can create with our students to “check-in with ourselves.” I especially appreciated the reminder that a ritual can indeed (or perhaps always is) tied to culture, or at least to what we are used to, value, and expect. How to gently bring in a new idea for such class rituals…and how to be open to adaptation of them…..so much of that seems to come with practice, and support of peers. I wonder if any of the COW teachers already use such rituals..(and aps!)….and look forward to continue to learn from one another as we build intentional routines into the PBL units. Thanks for sharing this, Mary!

  2. Mara Taylor-Heine
    February 9, 2016
    Reply

    Thanks for sharing this app, Mary! You really made me think about how mindfulness can take the form of “cultural appropriation” and how we teachers/curriculum designers need to be aware of that. … Also, I like what you say about making SEL a “ritual used in the classroom”–systemization doesn’t have to be creepy! 🙂

    • mary.r.kelly
      February 11, 2016
      Reply

      Mara,
      Thanks for the reply. I brought it back into class today, but asked students to find ways that we could identify the mindfulness that we already have “ritualized” within the classroom. It was amazing because it pushed me to think of it differently, once again.

  3. Kristina
    February 15, 2016
    Reply

    I’ve been thinking a lot about mindfulness in the classroom and this post touches on something that has worried me. How can we find ways to encourage students to connect within themselves more deeply, without partaking in cultural appropriation or oppression? I agree with Mara that it’s striking to think about ritual in the classroom, and I wonder if part of including purposeful SEL is allowing students to bring in their own rituals. I have a tendency to forget that students create ways of being socially and culturally responsive in their own lives. It is exciting to think of students dictating the rituals of the classroom together, rather than to imposing rituals that are connected with a specific mindfulness practice.

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