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FM","link":"/"}},"mindshift_61988":{"type":"posts","id":"mindshift_61988","meta":{"index":"posts_1716263798","site":"mindshift","id":"61988","score":null,"sort":[1689086835000]},"parent":0,"labelTerm":{"site":"mindshift"},"blocks":[],"publishDate":1689086835,"format":"standard","title":"How 10 minutes of mindfulness can help make or break a family vacation","headTitle":"How 10 minutes of mindfulness can help make or break a family vacation | KQED","content":"\u003cp>When we dream about summer vacation, we imagine the good stuff: warm days, cool breezes, lots of laughter and good vibes. And time off is definitely \u003ca href=\"https://www.npr.org/sections/health-shots/2018/08/20/639551037/vacation-days-piling-up-heres-how-to-get-the-most-out-of-a-short-vacation\">good for our health\u003c/a>, yet it’s not always smooth sailing.\u003c/p>\n\u003cp>The divide between our expectations and reality can create dust-ups, especially when unpredictable circumstances and temperamental personalities collide to throw us off course.\u003c/p>\n\u003cp>Maybe the kayak outing is disrupted by storms, or perhaps, mealtime turns chaotic with differing preferences or lack of cooperation. With big groups or families, this may be par for the course. On my recent week off, we had five consecutive days of stormy weather, my husband got strep throat and we had an ER visit due to a health scare with my dad. He’s fine, thankfully, but it’s not what I’d anticipated, and I found myself feeling a little jangly.\u003c/p>\n\u003cp>“Vacations and holidays are challenging, says \u003ca href=\"https://www.psych.ucla.edu/faculty-page/mirwin1/\">Dr. Michael Irwin\u003c/a>, of the \u003ca href=\"https://www.uclahealth.org/programs/marc\">Mindful Awareness Research Center\u003c/a> at UCLA. “I have firsthand knowledge,” as do many of us, he says. Whether it’s tension over where to go, what to do, or who’s cooking – personalities and agendas can collide to create strife.\u003c/p>\n\u003cp>“Mindfulness has helped incredibly,” Irwin says about his own personal experiences. You can start the day with certain expectations, but when it doesn’t go your way, “it’s like, oh, well, this is what’s happening, and ok, I’ll give up my expectations,” he says.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“A meditation practice brings you back to being aware in the moment,” Irwin explains. When someone ticks you off or says something off-kilter, “instead of responding in a reactive way, it can allow you to go with the flow, which is just being present to what is happening all around you,” he says.\u003c/p>\n\u003cp>You can notice your thoughts and feelings, but you don’t have to blurt them out or lose your temper. There’s a toolkit of meditation practices and techniques that can help you keep your calm and prevent conflict. Many online resources and meditation apps offer tips, tools, teachings and guided practices. Here are five ways to get started.\u003c/p>\n\u003ch3>\u003cstrong>1. Start simple with ‘micro-hits’ of meditation\u003c/strong>\u003c/h3>\n\u003cp>The moment something provokes or annoys us, we have a choice. We can react with emotion – which may manifest as anger, sarcasm, or just a slight edge to our tone — or we can learn to tamp down our responses through meditation practice. The easiest way to get started is to focus on your breath, says UCLA’s Michael Irwin.\u003c/p>\n\u003cp>“Sit for a moment and just take a deep breath,” focusing on the inhale, the breath coming into your mouth, nose, and into your belly, and then exhaling. “That’s an opportunity for you to be present in that moment,” he says.\u003c/p>\n\u003cp>You can do this anywhere, at any time, whether you’re stuck in traffic, in a line at the grocery store, or if you find yourself annoyed by the conversation around you. “We all have to breathe all the time, and just being aware of our breath is a perfect anchor,” Irwin says.\u003c/p>\n\u003cp>“You can just stop and take an opportunity to do that breathing for one or two minutes,” Irwin explains. He calls these short breaks, “micro hits” of meditation. He points to the \u003ca href=\"https://www.uclahealth.org/programs/marc/free-programming-resources/ucla-mindful-app\">UCLA mindful app\u003c/a>, which is free, for ways to get started.\u003c/p>\n\u003ch3>\u003cstrong>2. Rise and shine. Try a morning self-kindness meditation\u003c/strong>\u003c/h3>\n\u003cp>Start your day by saying, “l love you,” to yourself. Yes, I know that sounds awkward. The first time I tried it, it sounded silly.\u003ca href=\"https://www.youtube.com/watch?v=72PmagVB0tM\"> But a video\u003c/a> from psychologist and mindfulness expert \u003ca href=\"https://drshaunashapiro.com/\">Shauna Shapiro\u003c/a> encouraged me to keep trying. “What you practice grows stronger,” says Shapiro, who explains how she learned to cultivate a practice of self-love.\u003c/p>\n\u003cp>“A pathway of kindness has been established,” which begins by offering yourself a gesture of kindness each morning. It sounds cheesy, but\u003ca href=\"https://www.youtube.com/watch?v=72PmagVB0tM\"> I love this video\u003c/a>, and it’s a reminder that if you can’t feel self-love, you may want to explore that.\u003c/p>\n\u003ch3>\u003cstrong>3. Let it RAIN. A 4-step approach to center your soul\u003c/strong>\u003c/h3>\n\u003cp>Today is likely to be different than what you’ve imagined, in some way, big or small. And for some of us, uncertainty – or unexpected changes – can fuel anxiety.\u003c/p>\n\u003cp>If you’re feeling stuck, you can use a practice developed by the world renown psychologist and meditation teacher \u003ca href=\"https://www.tarabrach.com/\">Tara Brach\u003c/a>, called RAIN, to identify what’s got you snagged and work your way out of it.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.npr.org/2020/02/03/802347757/a-conversation-with-tara-brach-mindfulness-tools-for-big-feelings\">acronym, RAIN,\u003c/a> cycles through, recognize, allow, investigate, and nurture. Back in 2020, I spoke to her about \u003ca href=\"https://www.npr.org/2020/02/03/802347757/a-conversation-with-tara-brach-mindfulness-tools-for-big-feelings\">the science behind the approach\u003c/a>:\u003c/p>\n\u003cp style=\"padding-left: 40px\">R stands for recognize, which is sensing the predominant feeling you’re feeling at the moment.\u003c/p>\n\u003cp style=\"padding-left: 40px\">A — allow, is taking a beat to say, it’s ok, I’m taking a pause to work on this.\u003c/p>\n\u003cp style=\"padding-left: 40px\">I — investigate, a moment to ask yourself a few questions about what you’re feeling. And,\u003c/p>\n\u003cp style=\"padding-left: 40px\">N — nurture, “this is all about learning to be kind to yourself,” Brach says. Often, it requires working through feelings of anxiety, shame or feeling ‘less than’.\u003c/p>\n\u003cp>“After RAIN, we can sense a shift in how we feel. We sense the quality of presence that’s opened up,” she says.\u003c/p>\n\u003ch3>\u003cstrong>4. Sweet dreams, meditation to promote sleep\u003c/strong>\u003c/h3>\n\u003cp>Good sleep is key to good health overall, and it can also help us regulate our mood and keep an even temperament. “When people are sleep deprived that actually leads to emotional dysregulation,” says UCLA’s Irwin. His\u003ca href=\"https://jamanetwork.com/journals/jamainternalmedicine/fullarticle/2110998\"> research has shown\u003c/a> that a mindful awareness practice can help improve sleep among older adults who had moderate sleep disturbances. There are a range of options, including the \u003ca href=\"https://d1cy5zxxhbcbkk.cloudfront.net/guided-meditations/Body-Scan-for-Sleep.mp3\">body scan for sleep meditation\u003c/a> which can help you feel grounded and ready for a good night’s rest.\u003c/p>\n\u003cp>“We’ve found that even the practice of meditation for 10 minutes before you go to sleep actually helps you improve your sleep,” Irwin says. ” So we know that very short periods of meditation can also have beneficial effects.”\u003c/p>\n\u003ch3>\u003cstrong>5. This meditation helps cultivate good vibes and memories\u003c/strong>\u003c/h3>\n\u003cp>Don’t be turned off by \u003ca href=\"https://www.urbandictionary.com/define.php?term=woo-woo\">the woo-woo name\u003c/a>, because the \u003ca href=\"https://d1cy5zxxhbcbkk.cloudfront.net/guided-meditations/05_Loving_Kindness_Meditation.mp3\">loving kindness meditation\u003c/a> can be beneficial even amid stressful or anxious times. It begins with you repeating this phrase: “May I be happy. May I be healthy. May I be filled with loving kindness and peace,” explains Amanda Lathan, a meditation teacher and Ph.D candidate in psychology and neuroscience at St. Andrews University.\u003c/p>\n\u003cp>The practice moves on by asking you to extend compassion outward, to different people, including someone you love, a mere acquaintance, and also to someone you may dislike or have trouble with. “May \u003cem>you\u003c/em> be happy and healthy and may \u003cem>you\u003c/em> be filled with loving kindness and peace,” you say.\u003c/p>\n\u003cp>One of the biggest roadblocks to meditation is it’s really difficult to just sit still, says Lathan. So having this phrase or mantra to repeat gives you something to think about and to visualize. “So it actually keeps you quite occupied.”\u003c/p>\n\u003cp>Lathan is the author of a \u003ca href=\"https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0287007\">new study\u003c/a> that finds practicing this kind of meditation daily for one month can help you retrieve good memories.\u003c/p>\n\u003cp>It may be that the loving kindness meditation can help shift our memories, to see things in a more positive light, she says.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>This takes me back to my vacation last month. Despite the weather and sickness – we did have some lovely dinners, lots of laughs and walks on the beach. Lathan’s research suggests adding this daily mediation may help me remember the good stuff, and leave the bad bits behind.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Here%27s+how+10+minutes+of+mindfulness+can+help+make+or+break+a+family+vacation&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":1375,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":27},"modified":1689086835,"excerpt":"Research shows it's possible to generate positive emotions and memories, even amid strife and anxiety. If you're planning a family vacation, a simple meditation exercise can help you keep your cool.","headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"Research shows it's possible to generate positive emotions even amid strife. 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And time off is definitely \u003ca href=\"https://www.npr.org/sections/health-shots/2018/08/20/639551037/vacation-days-piling-up-heres-how-to-get-the-most-out-of-a-short-vacation\">good for our health\u003c/a>, yet it’s not always smooth sailing.\u003c/p>\n\u003cp>The divide between our expectations and reality can create dust-ups, especially when unpredictable circumstances and temperamental personalities collide to throw us off course.\u003c/p>\n\u003cp>Maybe the kayak outing is disrupted by storms, or perhaps, mealtime turns chaotic with differing preferences or lack of cooperation. With big groups or families, this may be par for the course. On my recent week off, we had five consecutive days of stormy weather, my husband got strep throat and we had an ER visit due to a health scare with my dad. He’s fine, thankfully, but it’s not what I’d anticipated, and I found myself feeling a little jangly.\u003c/p>\n\u003cp>“Vacations and holidays are challenging, says \u003ca href=\"https://www.psych.ucla.edu/faculty-page/mirwin1/\">Dr. Michael Irwin\u003c/a>, of the \u003ca href=\"https://www.uclahealth.org/programs/marc\">Mindful Awareness Research Center\u003c/a> at UCLA. “I have firsthand knowledge,” as do many of us, he says. Whether it’s tension over where to go, what to do, or who’s cooking – personalities and agendas can collide to create strife.\u003c/p>\n\u003cp>“Mindfulness has helped incredibly,” Irwin says about his own personal experiences. You can start the day with certain expectations, but when it doesn’t go your way, “it’s like, oh, well, this is what’s happening, and ok, I’ll give up my expectations,” he says.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“A meditation practice brings you back to being aware in the moment,” Irwin explains. When someone ticks you off or says something off-kilter, “instead of responding in a reactive way, it can allow you to go with the flow, which is just being present to what is happening all around you,” he says.\u003c/p>\n\u003cp>You can notice your thoughts and feelings, but you don’t have to blurt them out or lose your temper. There’s a toolkit of meditation practices and techniques that can help you keep your calm and prevent conflict. Many online resources and meditation apps offer tips, tools, teachings and guided practices. Here are five ways to get started.\u003c/p>\n\u003ch3>\u003cstrong>1. Start simple with ‘micro-hits’ of meditation\u003c/strong>\u003c/h3>\n\u003cp>The moment something provokes or annoys us, we have a choice. We can react with emotion – which may manifest as anger, sarcasm, or just a slight edge to our tone — or we can learn to tamp down our responses through meditation practice. The easiest way to get started is to focus on your breath, says UCLA’s Michael Irwin.\u003c/p>\n\u003cp>“Sit for a moment and just take a deep breath,” focusing on the inhale, the breath coming into your mouth, nose, and into your belly, and then exhaling. “That’s an opportunity for you to be present in that moment,” he says.\u003c/p>\n\u003cp>You can do this anywhere, at any time, whether you’re stuck in traffic, in a line at the grocery store, or if you find yourself annoyed by the conversation around you. “We all have to breathe all the time, and just being aware of our breath is a perfect anchor,” Irwin says.\u003c/p>\n\u003cp>“You can just stop and take an opportunity to do that breathing for one or two minutes,” Irwin explains. He calls these short breaks, “micro hits” of meditation. He points to the \u003ca href=\"https://www.uclahealth.org/programs/marc/free-programming-resources/ucla-mindful-app\">UCLA mindful app\u003c/a>, which is free, for ways to get started.\u003c/p>\n\u003ch3>\u003cstrong>2. Rise and shine. Try a morning self-kindness meditation\u003c/strong>\u003c/h3>\n\u003cp>Start your day by saying, “l love you,” to yourself. Yes, I know that sounds awkward. The first time I tried it, it sounded silly.\u003ca href=\"https://www.youtube.com/watch?v=72PmagVB0tM\"> But a video\u003c/a> from psychologist and mindfulness expert \u003ca href=\"https://drshaunashapiro.com/\">Shauna Shapiro\u003c/a> encouraged me to keep trying. “What you practice grows stronger,” says Shapiro, who explains how she learned to cultivate a practice of self-love.\u003c/p>\n\u003cp>“A pathway of kindness has been established,” which begins by offering yourself a gesture of kindness each morning. It sounds cheesy, but\u003ca href=\"https://www.youtube.com/watch?v=72PmagVB0tM\"> I love this video\u003c/a>, and it’s a reminder that if you can’t feel self-love, you may want to explore that.\u003c/p>\n\u003ch3>\u003cstrong>3. Let it RAIN. A 4-step approach to center your soul\u003c/strong>\u003c/h3>\n\u003cp>Today is likely to be different than what you’ve imagined, in some way, big or small. And for some of us, uncertainty – or unexpected changes – can fuel anxiety.\u003c/p>\n\u003cp>If you’re feeling stuck, you can use a practice developed by the world renown psychologist and meditation teacher \u003ca href=\"https://www.tarabrach.com/\">Tara Brach\u003c/a>, called RAIN, to identify what’s got you snagged and work your way out of it.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.npr.org/2020/02/03/802347757/a-conversation-with-tara-brach-mindfulness-tools-for-big-feelings\">acronym, RAIN,\u003c/a> cycles through, recognize, allow, investigate, and nurture. Back in 2020, I spoke to her about \u003ca href=\"https://www.npr.org/2020/02/03/802347757/a-conversation-with-tara-brach-mindfulness-tools-for-big-feelings\">the science behind the approach\u003c/a>:\u003c/p>\n\u003cp style=\"padding-left: 40px\">R stands for recognize, which is sensing the predominant feeling you’re feeling at the moment.\u003c/p>\n\u003cp style=\"padding-left: 40px\">A — allow, is taking a beat to say, it’s ok, I’m taking a pause to work on this.\u003c/p>\n\u003cp style=\"padding-left: 40px\">I — investigate, a moment to ask yourself a few questions about what you’re feeling. And,\u003c/p>\n\u003cp style=\"padding-left: 40px\">N — nurture, “this is all about learning to be kind to yourself,” Brach says. Often, it requires working through feelings of anxiety, shame or feeling ‘less than’.\u003c/p>\n\u003cp>“After RAIN, we can sense a shift in how we feel. We sense the quality of presence that’s opened up,” she says.\u003c/p>\n\u003ch3>\u003cstrong>4. Sweet dreams, meditation to promote sleep\u003c/strong>\u003c/h3>\n\u003cp>Good sleep is key to good health overall, and it can also help us regulate our mood and keep an even temperament. “When people are sleep deprived that actually leads to emotional dysregulation,” says UCLA’s Irwin. His\u003ca href=\"https://jamanetwork.com/journals/jamainternalmedicine/fullarticle/2110998\"> research has shown\u003c/a> that a mindful awareness practice can help improve sleep among older adults who had moderate sleep disturbances. There are a range of options, including the \u003ca href=\"https://d1cy5zxxhbcbkk.cloudfront.net/guided-meditations/Body-Scan-for-Sleep.mp3\">body scan for sleep meditation\u003c/a> which can help you feel grounded and ready for a good night’s rest.\u003c/p>\n\u003cp>“We’ve found that even the practice of meditation for 10 minutes before you go to sleep actually helps you improve your sleep,” Irwin says. ” So we know that very short periods of meditation can also have beneficial effects.”\u003c/p>\n\u003ch3>\u003cstrong>5. This meditation helps cultivate good vibes and memories\u003c/strong>\u003c/h3>\n\u003cp>Don’t be turned off by \u003ca href=\"https://www.urbandictionary.com/define.php?term=woo-woo\">the woo-woo name\u003c/a>, because the \u003ca href=\"https://d1cy5zxxhbcbkk.cloudfront.net/guided-meditations/05_Loving_Kindness_Meditation.mp3\">loving kindness meditation\u003c/a> can be beneficial even amid stressful or anxious times. It begins with you repeating this phrase: “May I be happy. May I be healthy. May I be filled with loving kindness and peace,” explains Amanda Lathan, a meditation teacher and Ph.D candidate in psychology and neuroscience at St. Andrews University.\u003c/p>\n\u003cp>The practice moves on by asking you to extend compassion outward, to different people, including someone you love, a mere acquaintance, and also to someone you may dislike or have trouble with. “May \u003cem>you\u003c/em> be happy and healthy and may \u003cem>you\u003c/em> be filled with loving kindness and peace,” you say.\u003c/p>\n\u003cp>One of the biggest roadblocks to meditation is it’s really difficult to just sit still, says Lathan. So having this phrase or mantra to repeat gives you something to think about and to visualize. “So it actually keeps you quite occupied.”\u003c/p>\n\u003cp>Lathan is the author of a \u003ca href=\"https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0287007\">new study\u003c/a> that finds practicing this kind of meditation daily for one month can help you retrieve good memories.\u003c/p>\n\u003cp>It may be that the loving kindness meditation can help shift our memories, to see things in a more positive light, she says.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This takes me back to my vacation last month. Despite the weather and sickness – we did have some lovely dinners, lots of laughs and walks on the beach. Lathan’s research suggests adding this daily mediation may help me remember the good stuff, and leave the bad bits behind.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Here%27s+how+10+minutes+of+mindfulness+can+help+make+or+break+a+family+vacation&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61988/how-10-minutes-of-mindfulness-can-help-make-or-break-a-family-vacation","authors":["byline_mindshift_61988"],"categories":["mindshift_21280","mindshift_21385"],"tags":["mindshift_21707","mindshift_21709","mindshift_842","mindshift_841","mindshift_20568","mindshift_290","mindshift_21708"],"featImg":"mindshift_61989","label":"mindshift"},"mindshift_57002":{"type":"posts","id":"mindshift_57002","meta":{"index":"posts_1716263798","site":"mindshift","id":"57002","score":null,"sort":[1606125251000]},"parent":0,"labelTerm":{"site":"mindshift"},"blocks":[],"publishDate":1606125251,"format":"standard","disqusTitle":"How Mindfulness During Class Can Help Students and Teachers","title":"How Mindfulness During Class Can Help Students and Teachers","headTitle":"MindShift | KQED News","content":"\u003cp>\u003cem>This story about \u003c/em>\u003cem>\u003cu>mindfulness in the classroom\u003c/u>\u003c/em>\u003cem> was produced by \u003c/em>\u003cu>The\u003c/u> \u003cu>Hechinger Report\u003c/u>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003cem>\u003cu>Hechinger newsletter\u003c/u>\u003c/em>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>Doug Worthen guided his small class of ninth graders at Middlesex School through an exercise designed to focus their attention. On his screen, he saw the students sitting outside or at desks and lounging across their beds as they joined their weekly mindfulness class online. One by one the students clicked off their cameras, each square became a white and gray icon and Worthen began the meditation.\u003c/p>\n\u003cp>“Notice where your attention is,” he said, prompting them to guide their attention back to their “home base” — the sounds around them or body sensations — when it drifted.\u003c/p>\n\u003cp>At the end of the meditation, the students were guided to open their eyes. They turned their screens back on and Worthen posed a question to the group. “I learned that my attention isn’t very stable,” a student said. She estimated that her attention was focused on her home base 14 percent of the time.\u003c/p>\n\u003cp>In this required 12-week “Introduction to Mindfulness” course taught by Worthen, a full-time mindfulness instructor, students at the private boarding school in Concord, Massachusetts, will learn how to develop awareness of their thoughts and body sensations, sit with difficult emotions and direct their attention to the present moment.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Mindfulness, an umbrella term for a range of practices, is about observing your emotions and state of mind, without judgment. This can be done during sitting meditation, walking meditation, activities such as yoga and even while eating.\u003c/p>\n\u003cp>Though few public schools have the budget to hire a full-time mindfulness teacher like Worthen, many have been introducing mindfulness in the classroom since the coronavirus pandemic shuttered buildings and thrust children into their at times stressful and chaotic home environments. Some teachers are integrating discussions about emotions into daily lessons or starting class with a short mindfulness practice to help everyone feel centered and prepared to learn, while others are sharing mindfulness apps and using online mindfulness videos.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.apa.org/monitor/2020/09/safeguarding-mental-health\">depression rate\u003c/a> for K-12 students was already on the rise before the coronavirus pandemic brought increased financial stress, sickness and death into the lives of thousands of American families. In a \u003ca href=\"https://wellbeings.org/wp-content/uploads/2020/10/Well-Beings-Youth-Mental-Health-Survey-Summary_Oct2020.pdf\">survey\u003c/a>, since the start of the pandemic, 50 percent of students reported worsened mental health, 35 percent said their family relationships were worse and a majority reported feeling “lonely” and “anxious.” In another \u003ca href=\"https://www.surveymonkey.com/curiosity/common-sense-media-school-reopening/\">survey\u003c/a>, 50 percent or more of the students said they were worried about losing connections with friends, missing out on scholarship and job opportunities and how Covid-19 would affect their future employment and college plans.\u003c/p>\n\u003cp>Megan Sweet is the senior director of program and impact at Mindful Schools, a nonprofit organization that trains educators to teach mindfulness in the classroom. During the coronavirus pandemic, she said, “this idea of tending to the emotional well-being and support of staff and students has gone from something that was a backburner item to something that is in front-of-mind for educators and school leaders.”\u003c/p>\n\u003cp>In late March, Mindful Schools created a free mindfulness series for kids, in response to Covid-19, which was shared 87,000 times on social media, a record for them. Additionally, they offered an online event to address educator burnout and highlight the benefits of self-compassion. They noted that it drew 10 times the organization’s usual number of attendees. The Holistic Life Foundation, a 20-year-old nonprofit in Baltimore that teaches mindfulness to kids, said that they extended their reach by a factor of 10, from 10,000 in 2019 to over 100,000 students this fall. Similarly, the mindfulness app Headspace for Educators reported that they experienced a 77 percent increase in teacher sign-ups from mid-March to now.\u003c/p>\n\u003cp>Mindfulness school programs have been shown to improve young people’s emotional well-being, academic performance and relationships. In \u003ca href=\"https://link.springer.com/article/10.1007%2Fs12671-015-0387-6\">one study\u003c/a> in Chicago of almost 200 elementary public school students, listening to 10 minutes of audio-recorded mindfulness daily for eight weeks improved students’ grades in reading and science. In a survey of sixth grade Boston charter school students by researchers at MIT, the students self-reported \u003ca href=\"https://news.mit.edu/2019/mindfulness-mental-health-benefits-students-0826\">less stress\u003c/a> and fewer feelings of sadness and anger after eight weeks of in-person guided mindfulness. The MIT researchers also found that students’ brain imaging showed less reactivity to negative images, compared to before they started the mindfulness program. (More brain reactivity to negative events and images is associated with increased risk for depression.) In a \u003ca href=\"https://onlinelibrary.wiley.com/doi/10.4073/CSR.2017.5\">review\u003c/a> of 61 studies, researchers found that mindfulness in schools resulted in improved cognitive and social-emotional functioning.\u003c/p>\n\u003cp>But experts also caution that the science supporting mindfulness in the classroom is not yet conclusive, largely because the wide variety in how it’s taught can make it difficult to track its effectiveness. Mindfulness programs can vary widely from school to school — from audio recordings of meditation instruction played a few minutes each day, to entire classes for mindfulness and anything in between. “There’s a lot of ambiguity about which specific programs work, and who they work for,” said Michael Mrazek, director of research at the Center for Mindfulness and Human Potential at the University of California, Santa Barbara.\u003c/p>\n\u003cp>“Interventions that might work in one setting, as they get scaled up and get delivered to other schools and in other states, don’t necessarily maintain that same level of effectiveness,” Mrazek said.\u003c/p>\n\u003cp>At Middlesex, a college-preparatory school that attracts students hailing from across the country, there was a large shift in the school’s culture after introducing mindfulness classes. Worthen said, “You would notice there was a general decline in disciplinary issues. We see kids not staying up as late, getting better sleep.” The students agreed it was working as well. In a \u003ca href=\"https://www.researchgate.net/publication/334897229_Social_Validity_Assessment_of_Mindfulness_Education_and_Practices_Among_High_School_Students\">survey\u003c/a>, they said the practice helped them cope with stress and could be applied in their daily lives, and that they would continue using it in the future.\u003c/p>\n\u003cp>Ben Painter, a Middlesex graduate, took Worthen’s class in 2012 following a concussion. He said the class not only helped him with what he expected it to — memory and focus — but also aided his communication and emotional awareness. He said the biggest impact was “the hope it gave me for what the world could look like,” having experienced a loving community built around mindfulness and compassion. The Middlesex mindfulness program was so impactful on him, in fact, that he is now a director at The Mindfulness Director Initiative — an organization that works to make mindfulness instruction accessible in schools across the country.\u003c/p>\n\u003cp>What works at a small private boarding school in the Northeast certainly may not work everywhere, but school leaders in very different settings are implementing mindfulness with students experiencing crisis and trauma — and the educators are seeing even more profound effects.\u003c/p>\n\u003cp>In 2001, brothers Atman and Ali Smith, who grew up learning mindfulness from their parents, and Andres Gonzalez, all recent college graduates, volunteered to teach mindfulness to a group of 10 to 20 students at Windsor Hills Elementary, a small Baltimore City public school. Their goal was to restore a sense of community and mentorship in their neighborhood. In the early days, they broke up a lot of fights. Before they could start class, Ali Smith said, “We had to go pick up half the kids from detention.”\u003c/p>\n\u003cp>But over time the disciplinary problems decreased, and as they expanded the program to other schools, principals and staff kept asking them to come back.\u003c/p>\n\u003cp>“That’s when we first knew,” he said, “this stuff actually really does work. The kids were learning to self-regulate.” Four years in, they received a grant from the Family League of Baltimore City to pay themselves for their teaching.\u003c/p>\n\u003cp>By the fall of 2020, the nonprofit they created, the Holistic Life Foundation (HLF), had reached 100,000 students across the Baltimore City and County public and private schools and other schools across the country. In an \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/26918064/\">independent study\u003c/a> of middle school students that participated in HLF’s programming, a team of researchers found that HLF’s students had improved impulse control and emotional regulation. A \u003ca href=\"http://hlfinc.org/wp-content/uploads/2013/03/Feasibility-and-preliminary-outcomes-of-a-school-based-mindfulness-intervention-for-urban-youth1.pdf\">second study\u003c/a> found that HLF’s mindfulness lessons decreased rumination and unwanted thoughts and increased students’ emotional stability.\u003c/p>\n\u003cp>One of the schools they work with, Robert W. Coleman Elementary, hasn’t had a suspension in six years, according to the principal. Another school they consistently work with, Patterson High School, has had suspensions decrease “dramatically.”\u003c/p>\n\u003cp>Many of their students experience high levels of trauma, and the Foundation has tailored their mindfulness program to deal with that context. Baltimore, a majority Black city, experiences\u003ca href=\"https://baltimore.cbslocal.com/2019/10/25/baltimore-ranks-top-4-for-most-dangerous-cities-in-america/\"> five times the national rate of violence\u003c/a> and two times the national poverty rate along with ongoing issues of systemic racism. Coleman Elementary is located in the heart of the area where protests over the death of Freddie Gray took place in 2015.\u003c/p>\n\u003cp>To customize the mindfulness curriculum for children here, the Foundation takes a trauma-informed approach.\u003c/p>\n\u003cp>“We do a lot of movement first to make the kids safe in their bodies,” said Ali Smith. “You can’t ask a kid who’s been through heavy amounts of trauma to be alone with their thoughts if they don't even feel safe in their body first.”\u003c/p>\n\u003cp>Smith and others guide the students through yoga and tai chi exercises before instructing them in a breathing exercise. The students sit on the floor, with their legs folded underneath them, and close their eyes. They are instructed to focus on their breath, and when their attention strays from the breath, to bring it back gently, without judgment of themselves for getting distracted. Then the students participate in discussion and end with another meditation.\u003c/p>\n\u003cp>The Holistic Life Foundation in Baltimore uses a “reciprocal teaching model” in which the students eventually teach the practice themselves, which encourages them to use it in their daily lives. “We also make sure the kids have fun,” Ali Smith said, by incorporating movement and pop culture, such as celebrities' testimonials about mindfulness, and by being excited about mindfulness themselves. “The kids can feel that,” he said.\u003c/p>\n\u003cp>“When you’re dealing with heavy amounts of trauma, heavy amounts of stress and hopelessness, it can become overwhelming,” said Ali Smith. “You can’t physically get out of where you are, but you can mentally get some space,” he said.\u003c/p>\n\u003cp>A trauma-informed approach is just one of the best practices that’s recommended for educators teaching mindfulness in the classroom.\u003c/p>\n\u003cp>“To be really impactful about teaching mindfulness to kids, you need to practice yourself,” said Sweet, of Mindful Schools. Educators are recommended to have a personal mindfulness practice for at least six months before taking their training, and then spend 300 hours learning how to teach mindfulness to students. Like math or science, mindfulness is a subject best taught by someone who knows the material. “It’s more effective, and safer,” Sweet said.\u003c/p>\n\u003cp>Patricia Jennings, professor of education at the University of Virginia, says mindfulness should never be used as a disciplinary response, because of the negative association students may develop with it. Instead, she recommends integrating mindfulness into behavioral response programs, by teaching students emotional awareness and helping them feel empowered to respond to challenges.\u003c/p>\n\u003cp>For schools that want to offer mindfulness but don’t have the money or resources to hire someone or provide training, digital programs with recordings may be helpful, and can offer customization for students. Some apps ask the students a series of questions about how they’re feeling and what they want to focus on, for example, and provide a specific meditation based on their responses.\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>Regardless of the specifics, experts agree that mindfulness in schools should always be optional. While Worthen’s mindfulness class is required, he said, “The invitation is always there for them to not participate.”\u003c/p>\n\u003cp>Mindfulness could be a valuable tool for schools as they try to help students navigate the traumatic effects of the Covid-19 crisis. But what works in the classroom doesn’t always translate to online.\u003c/p>\n\u003cp>Typically, in a class taught by the Holistic Life Foundation, the students are spread out on yoga mats across a classroom or gym. During the pandemic, it’s all virtual.\u003c/p>\n\u003cp>Trying to meditate at home with siblings who are also learning online and parents who are working from home might seem difficult. But ultimately, Smith said, the goal of his organization is for students to learn how to use mindfulness at home as a way to help with the other challenges they face in their daily lives. “They still have to be able to incorporate the practice at home no matter what’s going on there,” Smith said.\u003c/p>\n\u003cp>At Middlesex, Worthen said the home practice environment has mostly been a positive for his students, who often feel more comfortable fully participating in the mindfulness exercises at home: “They’re in a space where they can feel really safe and can drop in to a level that might be harder in a classroom,” he said, because, in school, “they want to look cool, or they’re a little guarded around closing their eyes and meditating.”\u003c/p>\n\u003cp>But as he guided his online class, many of the students seemed distracted during the discussions. Some talked to others in the room with them and some peered downward, as if they were looking at their phones. Only one student unmuted herself to share her experience while the rest opted to participate via chat.\u003c/p>\n\u003cp>“It’s harder for people to share,” Worthen said. It can be hard enough to get students to participate in nonvirtual classes, he said; online, students have to unmute themselves to speak up, a process which can deter them from participating.\u003c/p>\n\u003cp>Another downside of remote instruction is that it’s difficult for Worthen to know how his students are doing. “It’s harder to attune to what’s coming up for people,” he said.\u003c/p>\n\u003cp>Sweet, at Mindful Schools, has heard the same concerns from many teachers she works with. “A lot of kids have their cameras off,” she said. “A lot of those nonverbal cues that educators rely on to get a sense of how students are doing, and informal conversations, those aren’t happening.” To better adapt mindfulness instruction for online, the group is working with educators to improve their online support and presentation styles and developing creative ways to check in with students, like asking students to use weather words such as sunny and cloudy to describe how they’re feeling and encouraging different ways of sharing, like using the chat box or giving a thumbs up.\u003c/p>\n\u003cp>But the main strategy is to help educators feel calmer, which helps students feel calmer.\u003c/p>\n\u003cp>Just seeing their teachers breathing with them online and being fully present with them, she said, “does still help to regulate the kids and make them feel more grounded, and stable.”\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/schools-bring-mindfulness-to-the-classroom-to-help-kids-in-the-covid-19-crisis/\">\u003cem>mindfulness in the classroom\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em> \u003cem> \u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","disqusIdentifier":"57002 https://ww2.kqed.org/mindshift/?p=57002","disqusUrl":"https://ww2.kqed.org/mindshift/2020/11/23/how-mindfulness-during-class-can-help-students-and-teachers/","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":2649,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":45},"modified":1606125251,"excerpt":"Teachers are using mindfulness in the classroom to help students who have struggled with mental health issues and general well-being during Covid-19. ","headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"Teachers are using mindfulness in the classroom to help students who have struggled with mental health issues and general well-being during Covid-19. ","title":"How Mindfulness During Class Can Help Students and Teachers - MindShift","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Mindfulness During Class Can Help Students and Teachers","datePublished":"2020-11-23T01:54:11-08:00","dateModified":"2020-11-23T01:54:11-08:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"how-mindfulness-during-class-can-help-students-and-teachers","status":"publish","nprByline":"\u003ca href=\"https://hechingerreport.org/\">Jena Brooker, The Hechinger Report\u003c/a>","path":"/mindshift/57002/how-mindfulness-during-class-can-help-students-and-teachers","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story about \u003c/em>\u003cem>\u003cu>mindfulness in the classroom\u003c/u>\u003c/em>\u003cem> was produced by \u003c/em>\u003cu>The\u003c/u> \u003cu>Hechinger Report\u003c/u>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003cem>\u003cu>Hechinger newsletter\u003c/u>\u003c/em>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>Doug Worthen guided his small class of ninth graders at Middlesex School through an exercise designed to focus their attention. On his screen, he saw the students sitting outside or at desks and lounging across their beds as they joined their weekly mindfulness class online. One by one the students clicked off their cameras, each square became a white and gray icon and Worthen began the meditation.\u003c/p>\n\u003cp>“Notice where your attention is,” he said, prompting them to guide their attention back to their “home base” — the sounds around them or body sensations — when it drifted.\u003c/p>\n\u003cp>At the end of the meditation, the students were guided to open their eyes. They turned their screens back on and Worthen posed a question to the group. “I learned that my attention isn’t very stable,” a student said. She estimated that her attention was focused on her home base 14 percent of the time.\u003c/p>\n\u003cp>In this required 12-week “Introduction to Mindfulness” course taught by Worthen, a full-time mindfulness instructor, students at the private boarding school in Concord, Massachusetts, will learn how to develop awareness of their thoughts and body sensations, sit with difficult emotions and direct their attention to the present moment.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Mindfulness, an umbrella term for a range of practices, is about observing your emotions and state of mind, without judgment. This can be done during sitting meditation, walking meditation, activities such as yoga and even while eating.\u003c/p>\n\u003cp>Though few public schools have the budget to hire a full-time mindfulness teacher like Worthen, many have been introducing mindfulness in the classroom since the coronavirus pandemic shuttered buildings and thrust children into their at times stressful and chaotic home environments. Some teachers are integrating discussions about emotions into daily lessons or starting class with a short mindfulness practice to help everyone feel centered and prepared to learn, while others are sharing mindfulness apps and using online mindfulness videos.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.apa.org/monitor/2020/09/safeguarding-mental-health\">depression rate\u003c/a> for K-12 students was already on the rise before the coronavirus pandemic brought increased financial stress, sickness and death into the lives of thousands of American families. In a \u003ca href=\"https://wellbeings.org/wp-content/uploads/2020/10/Well-Beings-Youth-Mental-Health-Survey-Summary_Oct2020.pdf\">survey\u003c/a>, since the start of the pandemic, 50 percent of students reported worsened mental health, 35 percent said their family relationships were worse and a majority reported feeling “lonely” and “anxious.” In another \u003ca href=\"https://www.surveymonkey.com/curiosity/common-sense-media-school-reopening/\">survey\u003c/a>, 50 percent or more of the students said they were worried about losing connections with friends, missing out on scholarship and job opportunities and how Covid-19 would affect their future employment and college plans.\u003c/p>\n\u003cp>Megan Sweet is the senior director of program and impact at Mindful Schools, a nonprofit organization that trains educators to teach mindfulness in the classroom. During the coronavirus pandemic, she said, “this idea of tending to the emotional well-being and support of staff and students has gone from something that was a backburner item to something that is in front-of-mind for educators and school leaders.”\u003c/p>\n\u003cp>In late March, Mindful Schools created a free mindfulness series for kids, in response to Covid-19, which was shared 87,000 times on social media, a record for them. Additionally, they offered an online event to address educator burnout and highlight the benefits of self-compassion. They noted that it drew 10 times the organization’s usual number of attendees. The Holistic Life Foundation, a 20-year-old nonprofit in Baltimore that teaches mindfulness to kids, said that they extended their reach by a factor of 10, from 10,000 in 2019 to over 100,000 students this fall. Similarly, the mindfulness app Headspace for Educators reported that they experienced a 77 percent increase in teacher sign-ups from mid-March to now.\u003c/p>\n\u003cp>Mindfulness school programs have been shown to improve young people’s emotional well-being, academic performance and relationships. In \u003ca href=\"https://link.springer.com/article/10.1007%2Fs12671-015-0387-6\">one study\u003c/a> in Chicago of almost 200 elementary public school students, listening to 10 minutes of audio-recorded mindfulness daily for eight weeks improved students’ grades in reading and science. In a survey of sixth grade Boston charter school students by researchers at MIT, the students self-reported \u003ca href=\"https://news.mit.edu/2019/mindfulness-mental-health-benefits-students-0826\">less stress\u003c/a> and fewer feelings of sadness and anger after eight weeks of in-person guided mindfulness. The MIT researchers also found that students’ brain imaging showed less reactivity to negative images, compared to before they started the mindfulness program. (More brain reactivity to negative events and images is associated with increased risk for depression.) In a \u003ca href=\"https://onlinelibrary.wiley.com/doi/10.4073/CSR.2017.5\">review\u003c/a> of 61 studies, researchers found that mindfulness in schools resulted in improved cognitive and social-emotional functioning.\u003c/p>\n\u003cp>But experts also caution that the science supporting mindfulness in the classroom is not yet conclusive, largely because the wide variety in how it’s taught can make it difficult to track its effectiveness. Mindfulness programs can vary widely from school to school — from audio recordings of meditation instruction played a few minutes each day, to entire classes for mindfulness and anything in between. “There’s a lot of ambiguity about which specific programs work, and who they work for,” said Michael Mrazek, director of research at the Center for Mindfulness and Human Potential at the University of California, Santa Barbara.\u003c/p>\n\u003cp>“Interventions that might work in one setting, as they get scaled up and get delivered to other schools and in other states, don’t necessarily maintain that same level of effectiveness,” Mrazek said.\u003c/p>\n\u003cp>At Middlesex, a college-preparatory school that attracts students hailing from across the country, there was a large shift in the school’s culture after introducing mindfulness classes. Worthen said, “You would notice there was a general decline in disciplinary issues. We see kids not staying up as late, getting better sleep.” The students agreed it was working as well. In a \u003ca href=\"https://www.researchgate.net/publication/334897229_Social_Validity_Assessment_of_Mindfulness_Education_and_Practices_Among_High_School_Students\">survey\u003c/a>, they said the practice helped them cope with stress and could be applied in their daily lives, and that they would continue using it in the future.\u003c/p>\n\u003cp>Ben Painter, a Middlesex graduate, took Worthen’s class in 2012 following a concussion. He said the class not only helped him with what he expected it to — memory and focus — but also aided his communication and emotional awareness. He said the biggest impact was “the hope it gave me for what the world could look like,” having experienced a loving community built around mindfulness and compassion. The Middlesex mindfulness program was so impactful on him, in fact, that he is now a director at The Mindfulness Director Initiative — an organization that works to make mindfulness instruction accessible in schools across the country.\u003c/p>\n\u003cp>What works at a small private boarding school in the Northeast certainly may not work everywhere, but school leaders in very different settings are implementing mindfulness with students experiencing crisis and trauma — and the educators are seeing even more profound effects.\u003c/p>\n\u003cp>In 2001, brothers Atman and Ali Smith, who grew up learning mindfulness from their parents, and Andres Gonzalez, all recent college graduates, volunteered to teach mindfulness to a group of 10 to 20 students at Windsor Hills Elementary, a small Baltimore City public school. Their goal was to restore a sense of community and mentorship in their neighborhood. In the early days, they broke up a lot of fights. Before they could start class, Ali Smith said, “We had to go pick up half the kids from detention.”\u003c/p>\n\u003cp>But over time the disciplinary problems decreased, and as they expanded the program to other schools, principals and staff kept asking them to come back.\u003c/p>\n\u003cp>“That’s when we first knew,” he said, “this stuff actually really does work. The kids were learning to self-regulate.” Four years in, they received a grant from the Family League of Baltimore City to pay themselves for their teaching.\u003c/p>\n\u003cp>By the fall of 2020, the nonprofit they created, the Holistic Life Foundation (HLF), had reached 100,000 students across the Baltimore City and County public and private schools and other schools across the country. In an \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/26918064/\">independent study\u003c/a> of middle school students that participated in HLF’s programming, a team of researchers found that HLF’s students had improved impulse control and emotional regulation. A \u003ca href=\"http://hlfinc.org/wp-content/uploads/2013/03/Feasibility-and-preliminary-outcomes-of-a-school-based-mindfulness-intervention-for-urban-youth1.pdf\">second study\u003c/a> found that HLF’s mindfulness lessons decreased rumination and unwanted thoughts and increased students’ emotional stability.\u003c/p>\n\u003cp>One of the schools they work with, Robert W. Coleman Elementary, hasn’t had a suspension in six years, according to the principal. Another school they consistently work with, Patterson High School, has had suspensions decrease “dramatically.”\u003c/p>\n\u003cp>Many of their students experience high levels of trauma, and the Foundation has tailored their mindfulness program to deal with that context. Baltimore, a majority Black city, experiences\u003ca href=\"https://baltimore.cbslocal.com/2019/10/25/baltimore-ranks-top-4-for-most-dangerous-cities-in-america/\"> five times the national rate of violence\u003c/a> and two times the national poverty rate along with ongoing issues of systemic racism. Coleman Elementary is located in the heart of the area where protests over the death of Freddie Gray took place in 2015.\u003c/p>\n\u003cp>To customize the mindfulness curriculum for children here, the Foundation takes a trauma-informed approach.\u003c/p>\n\u003cp>“We do a lot of movement first to make the kids safe in their bodies,” said Ali Smith. “You can’t ask a kid who’s been through heavy amounts of trauma to be alone with their thoughts if they don't even feel safe in their body first.”\u003c/p>\n\u003cp>Smith and others guide the students through yoga and tai chi exercises before instructing them in a breathing exercise. The students sit on the floor, with their legs folded underneath them, and close their eyes. They are instructed to focus on their breath, and when their attention strays from the breath, to bring it back gently, without judgment of themselves for getting distracted. Then the students participate in discussion and end with another meditation.\u003c/p>\n\u003cp>The Holistic Life Foundation in Baltimore uses a “reciprocal teaching model” in which the students eventually teach the practice themselves, which encourages them to use it in their daily lives. “We also make sure the kids have fun,” Ali Smith said, by incorporating movement and pop culture, such as celebrities' testimonials about mindfulness, and by being excited about mindfulness themselves. “The kids can feel that,” he said.\u003c/p>\n\u003cp>“When you’re dealing with heavy amounts of trauma, heavy amounts of stress and hopelessness, it can become overwhelming,” said Ali Smith. “You can’t physically get out of where you are, but you can mentally get some space,” he said.\u003c/p>\n\u003cp>A trauma-informed approach is just one of the best practices that’s recommended for educators teaching mindfulness in the classroom.\u003c/p>\n\u003cp>“To be really impactful about teaching mindfulness to kids, you need to practice yourself,” said Sweet, of Mindful Schools. Educators are recommended to have a personal mindfulness practice for at least six months before taking their training, and then spend 300 hours learning how to teach mindfulness to students. Like math or science, mindfulness is a subject best taught by someone who knows the material. “It’s more effective, and safer,” Sweet said.\u003c/p>\n\u003cp>Patricia Jennings, professor of education at the University of Virginia, says mindfulness should never be used as a disciplinary response, because of the negative association students may develop with it. Instead, she recommends integrating mindfulness into behavioral response programs, by teaching students emotional awareness and helping them feel empowered to respond to challenges.\u003c/p>\n\u003cp>For schools that want to offer mindfulness but don’t have the money or resources to hire someone or provide training, digital programs with recordings may be helpful, and can offer customization for students. Some apps ask the students a series of questions about how they’re feeling and what they want to focus on, for example, and provide a specific meditation based on their responses.\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>Regardless of the specifics, experts agree that mindfulness in schools should always be optional. While Worthen’s mindfulness class is required, he said, “The invitation is always there for them to not participate.”\u003c/p>\n\u003cp>Mindfulness could be a valuable tool for schools as they try to help students navigate the traumatic effects of the Covid-19 crisis. But what works in the classroom doesn’t always translate to online.\u003c/p>\n\u003cp>Typically, in a class taught by the Holistic Life Foundation, the students are spread out on yoga mats across a classroom or gym. During the pandemic, it’s all virtual.\u003c/p>\n\u003cp>Trying to meditate at home with siblings who are also learning online and parents who are working from home might seem difficult. But ultimately, Smith said, the goal of his organization is for students to learn how to use mindfulness at home as a way to help with the other challenges they face in their daily lives. “They still have to be able to incorporate the practice at home no matter what’s going on there,” Smith said.\u003c/p>\n\u003cp>At Middlesex, Worthen said the home practice environment has mostly been a positive for his students, who often feel more comfortable fully participating in the mindfulness exercises at home: “They’re in a space where they can feel really safe and can drop in to a level that might be harder in a classroom,” he said, because, in school, “they want to look cool, or they’re a little guarded around closing their eyes and meditating.”\u003c/p>\n\u003cp>But as he guided his online class, many of the students seemed distracted during the discussions. Some talked to others in the room with them and some peered downward, as if they were looking at their phones. Only one student unmuted herself to share her experience while the rest opted to participate via chat.\u003c/p>\n\u003cp>“It’s harder for people to share,” Worthen said. It can be hard enough to get students to participate in nonvirtual classes, he said; online, students have to unmute themselves to speak up, a process which can deter them from participating.\u003c/p>\n\u003cp>Another downside of remote instruction is that it’s difficult for Worthen to know how his students are doing. “It’s harder to attune to what’s coming up for people,” he said.\u003c/p>\n\u003cp>Sweet, at Mindful Schools, has heard the same concerns from many teachers she works with. “A lot of kids have their cameras off,” she said. “A lot of those nonverbal cues that educators rely on to get a sense of how students are doing, and informal conversations, those aren’t happening.” To better adapt mindfulness instruction for online, the group is working with educators to improve their online support and presentation styles and developing creative ways to check in with students, like asking students to use weather words such as sunny and cloudy to describe how they’re feeling and encouraging different ways of sharing, like using the chat box or giving a thumbs up.\u003c/p>\n\u003cp>But the main strategy is to help educators feel calmer, which helps students feel calmer.\u003c/p>\n\u003cp>Just seeing their teachers breathing with them online and being fully present with them, she said, “does still help to regulate the kids and make them feel more grounded, and stable.”\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/schools-bring-mindfulness-to-the-classroom-to-help-kids-in-the-covid-19-crisis/\">\u003cem>mindfulness in the classroom\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em> \u003cem> \u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57002/how-mindfulness-during-class-can-help-students-and-teachers","authors":["byline_mindshift_57002"],"categories":["mindshift_21280"],"tags":["mindshift_20589","mindshift_21344","mindshift_21343","mindshift_842","mindshift_20865","mindshift_841"],"featImg":"mindshift_57006","label":"mindshift"},"mindshift_56849":{"type":"posts","id":"mindshift_56849","meta":{"index":"posts_1716263798","site":"mindshift","id":"56849","score":null,"sort":[1603348082000]},"parent":0,"labelTerm":{"site":"mindshift"},"blocks":[],"publishDate":1603348082,"format":"standard","disqusTitle":"Look Inward To Make External Change: Advice From A Meditation Teacher","title":"Look Inward To Make External Change: Advice From A Meditation Teacher","headTitle":"MindShift | KQED News","content":"\u003cp>When you think about meditation, what comes to mind?\u003c/p>\n\u003cp>Perhaps it evokes gentle music, the soft light of candles or a cool, tranquil space. Maybe you're thinking about the last five minutes of your yoga practice or the first five minutes of your morning. Or, maybe, meditation doesn't do much for you at all.\u003c/p>\n\u003cp>But have you ever considered meditation as a means for social change? Or mindfulness as a path toward real action?\u003c/p>\n\u003cp>When the outside world feels upside-down — like it so often does these days — it might seem counterintuitive to look inside yourself for change. But that's exactly what \u003ca href=\"https://www.sharonsalzberg.com/\">Sharon Salzberg\u003c/a>, a bestselling author and world-renowned meditation teacher, says is the answer.\u003c/p>\n\u003cfigure id=\"attachment_56851\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"size-full wp-image-56851\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/5dv3eh-i_400x400_vert-d626a7aac5f76dcf92dfbf97665604e2a963fba6-e1603347943297.jpg\" alt=\"\" width=\"250\" height=\"333\">\u003cfigcaption class=\"wp-caption-text\">Author and meditation teacher Sharon Salzberg. \u003ccite>(Twitter)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Salzberg's new book, \u003ca href=\"https://www.sharonsalzberg.com/realchange/\">\u003cem>Real Change: Mindfulness to Heal Ourselves and the World\u003c/em>\u003c/a>, argues that doing work within ourselves can create ripples of real change in the outer world.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"One of the strangest things I discovered about meditation practice is that while it looks like maybe the most solitary activity imaginable ... what it actually produces is a profound sense of connection, not only to yourself but to others,\" says Salzberg.\u003c/p>\n\u003cp>Salzberg wrote her new book for the many meditators she knows who are looking to bring their compassion alive into the world and for the many activists she knows on the front lines in need of relief. Wherever you are in your journey, she says, taking the time to be present with yourself and your emotions can be healing and gratifying. And that awareness can lead to connections — connections that lead to real change.\u003c/p>\n\u003cp>So, you might be asking, where do you start?\u003c/p>\n\u003cp>Mindfulness is a time to be with ourselves and our emotions \"without the intense overlay of projection or comparison or judgment ... so that we get a cleaner, clearer view of what our experience actually is,\" Salzberg says. Mindfulness can be practiced in a lot of ways, and meditation, she says, is a direct shot at it.\u003c/p>\n\u003cp>She suggests taking 10 or 15 minutes out of your day to practice mindful meditation.\u003c/p>\n\u003cp>From this space of clarity, says Salzberg, we can get a better sense of ourselves, our place in the world and our relationships to other people. We can \"reorient our priorities, and our worldview changes.\"\u003c/p>\n\u003cp>Sitting with your emotions in this way allows you to look at your experience with more objectivity. Take anger, for example.\u003c/p>\n\u003cp>\"If you just watch — not judging and not being lost in it — you see anger is a very complex emotion. It almost always has sadness in it, fear in it, maybe grief in it, maybe guilt in it, and ... you see a kind of kernel of helplessness in it,\" says Salzberg. \"And if we can get there to where we really observe the helplessness, then that's the moment we will resolve on an action, and that's the beginning of channeling the energy.\"\u003c/p>\n\u003cp>That energy won't go far without recognizing your agency, Salzberg says.\u003c/p>\n\u003cp>\"I've seen over so many years of teaching that even as we develop a lot more kindness and compassion, there's often a feeling like, 'I could never do enough, whatever I have to contribute is so meager, it's little and nothing, and so I won't do anything.' \" Agency requires that we continue to take action despite that uncertainty or insecurity.\u003c/p>\n\u003cp>\"It means finding the one thing that you can make real to begin with, just making a call or getting someone's phone number,\" says Salzberg. \"It's like we're rebuilding at the same time everything is falling apart.\"\u003c/p>\n\u003cp>It's these small individual acts, says Salzburg, that can together bring about big societal change.\u003c/p>\n\u003cp>\"We share this life. We share this planet. We need to be responsive to one another as though what we do affects others and what others do will affect us, because that's the truth of things.\"\u003c/p>\n\u003chr>\n\u003cp>\u003cem>The podcast portion of this story was produced by Andee Tagle.\u003c/em>\u003c/p>\n\u003cp>\u003cem>We'd love to hear from you. Leave us a voicemail at 202-216-9823 with a greeting, your name, your phone number and a random life tip. Or send us an email at \u003c/em>\u003ca href=\"mailto:LifeKit@npr.org\">\u003cem>LifeKit@npr.org\u003c/em>\u003c/a>\u003cem>. It might appear in an upcoming episode.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>For more Life Kit, \u003c/em>\u003ca href=\"https://www.npr.org/newsletter/life-kit\">\u003cem>subscribe to our newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Look+Inward+To+Make+External+Change%3A+Advice+From+A+Meditation+Teacher&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","disqusIdentifier":"56849 https://ww2.kqed.org/mindshift/?p=56849","disqusUrl":"https://ww2.kqed.org/mindshift/2020/10/21/look-inward-to-make-external-change-advice-from-a-meditation-teacher/","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":740,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":23},"modified":1603348082,"excerpt":"When the world feels upside-down, it might seem counterintuitive to turn inward to create change. But that's exactly what meditation teacher Sharon Salzberg says we should do.","headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"When the world feels upside-down, it might seem counterintuitive to turn inward to create change. 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Maybe you're thinking about the last five minutes of your yoga practice or the first five minutes of your morning. Or, maybe, meditation doesn't do much for you at all.\u003c/p>\n\u003cp>But have you ever considered meditation as a means for social change? Or mindfulness as a path toward real action?\u003c/p>\n\u003cp>When the outside world feels upside-down — like it so often does these days — it might seem counterintuitive to look inside yourself for change. But that's exactly what \u003ca href=\"https://www.sharonsalzberg.com/\">Sharon Salzberg\u003c/a>, a bestselling author and world-renowned meditation teacher, says is the answer.\u003c/p>\n\u003cfigure id=\"attachment_56851\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"size-full wp-image-56851\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/5dv3eh-i_400x400_vert-d626a7aac5f76dcf92dfbf97665604e2a963fba6-e1603347943297.jpg\" alt=\"\" width=\"250\" height=\"333\">\u003cfigcaption class=\"wp-caption-text\">Author and meditation teacher Sharon Salzberg. \u003ccite>(Twitter)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Salzberg's new book, \u003ca href=\"https://www.sharonsalzberg.com/realchange/\">\u003cem>Real Change: Mindfulness to Heal Ourselves and the World\u003c/em>\u003c/a>, argues that doing work within ourselves can create ripples of real change in the outer world.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"One of the strangest things I discovered about meditation practice is that while it looks like maybe the most solitary activity imaginable ... what it actually produces is a profound sense of connection, not only to yourself but to others,\" says Salzberg.\u003c/p>\n\u003cp>Salzberg wrote her new book for the many meditators she knows who are looking to bring their compassion alive into the world and for the many activists she knows on the front lines in need of relief. Wherever you are in your journey, she says, taking the time to be present with yourself and your emotions can be healing and gratifying. And that awareness can lead to connections — connections that lead to real change.\u003c/p>\n\u003cp>So, you might be asking, where do you start?\u003c/p>\n\u003cp>Mindfulness is a time to be with ourselves and our emotions \"without the intense overlay of projection or comparison or judgment ... so that we get a cleaner, clearer view of what our experience actually is,\" Salzberg says. Mindfulness can be practiced in a lot of ways, and meditation, she says, is a direct shot at it.\u003c/p>\n\u003cp>She suggests taking 10 or 15 minutes out of your day to practice mindful meditation.\u003c/p>\n\u003cp>From this space of clarity, says Salzberg, we can get a better sense of ourselves, our place in the world and our relationships to other people. We can \"reorient our priorities, and our worldview changes.\"\u003c/p>\n\u003cp>Sitting with your emotions in this way allows you to look at your experience with more objectivity. Take anger, for example.\u003c/p>\n\u003cp>\"If you just watch — not judging and not being lost in it — you see anger is a very complex emotion. It almost always has sadness in it, fear in it, maybe grief in it, maybe guilt in it, and ... you see a kind of kernel of helplessness in it,\" says Salzberg. \"And if we can get there to where we really observe the helplessness, then that's the moment we will resolve on an action, and that's the beginning of channeling the energy.\"\u003c/p>\n\u003cp>That energy won't go far without recognizing your agency, Salzberg says.\u003c/p>\n\u003cp>\"I've seen over so many years of teaching that even as we develop a lot more kindness and compassion, there's often a feeling like, 'I could never do enough, whatever I have to contribute is so meager, it's little and nothing, and so I won't do anything.' \" Agency requires that we continue to take action despite that uncertainty or insecurity.\u003c/p>\n\u003cp>\"It means finding the one thing that you can make real to begin with, just making a call or getting someone's phone number,\" says Salzberg. \"It's like we're rebuilding at the same time everything is falling apart.\"\u003c/p>\n\u003cp>It's these small individual acts, says Salzburg, that can together bring about big societal change.\u003c/p>\n\u003cp>\"We share this life. We share this planet. We need to be responsive to one another as though what we do affects others and what others do will affect us, because that's the truth of things.\"\u003c/p>\n\u003chr>\n\u003cp>\u003cem>The podcast portion of this story was produced by Andee Tagle.\u003c/em>\u003c/p>\n\u003cp>\u003cem>We'd love to hear from you. Leave us a voicemail at 202-216-9823 with a greeting, your name, your phone number and a random life tip. Or send us an email at \u003c/em>\u003ca href=\"mailto:LifeKit@npr.org\">\u003cem>LifeKit@npr.org\u003c/em>\u003c/a>\u003cem>. It might appear in an upcoming episode.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>For more Life Kit, \u003c/em>\u003ca href=\"https://www.npr.org/newsletter/life-kit\">\u003cem>subscribe to our newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Look+Inward+To+Make+External+Change%3A+Advice+From+A+Meditation+Teacher&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/56849/look-inward-to-make-external-change-advice-from-a-meditation-teacher","authors":["byline_mindshift_56849"],"categories":["mindshift_21280"],"tags":["mindshift_842","mindshift_20865","mindshift_841","mindshift_943"],"featImg":"mindshift_56850","label":"mindshift"},"mindshift_55444":{"type":"posts","id":"mindshift_55444","meta":{"index":"posts_1716263798","site":"mindshift","id":"55444","score":null,"sort":[1583394829000]},"parent":0,"labelTerm":{"site":"mindshift"},"blocks":[],"publishDate":1583394829,"format":"standard","disqusTitle":"What Students Gain By Teaching Their Peers How to Meditate","title":"What Students Gain By Teaching Their Peers How to Meditate","headTitle":"MindShift | KQED News","content":"\u003cp>Originally posted on \u003ca href=\"https://chalkbeat.org/posts/newark/2020/03/03/it-makes-me-feel-like-a-better-person-newark-students-learn-how-to-teach-meditation-to-their-peers/?utm_source=republish&utm_medium=web&utm_campaign=republish\">Chalkbeat\u003c/a> on March 3, 2020\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After his brother was shot and killed in alleged gang violence three years ago, Tyrell Williams had trouble controlling his temper — until he tried meditating. Now, he wants to teach his peers how to meditate, too.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>Weequahic High School junior and nine other students, including one from East Side and another from LEAD Charter School, are training to become “meditation mentors.” They’re halfway through an eight-week intensive program at school that teaches them how to facilitate meditation groups.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Newark students are so motivated that they come to school one hour early every day to practice meditating, regulating their breathing, and calming their mind. They also meet for several hours on Saturday to deeply self-reflect, do yoga, and learn games and exercises to facilitate meditation groups for people of all ages.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_55447\" class=\"wp-caption alignleft\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-55447\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/03/DSC_1002-680x1024.jpg\" alt=\"\" width=\"250\" height=\"376\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/03/DSC_1002-680x1024.jpg 680w, https://ww2.kqed.org/app/uploads/sites/23/2020/03/DSC_1002-680x1024-160x241.jpg 160w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Tyrell Williams said meditating has improved his mental health following his brother’s death. \u003ccite>(Devna Bose/Chalkbeat)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jennifer Kohl, who facilitates meditation sessions and started yoga classes at the school a year ago, said the students practice mindfulness, a non-religious meditative practice that has become a popular aid to treating health problems, including chronic pain, and to dealing with life’s pressures. Increasingly, schools also are teaching mindfulness to help stressed-out students.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Meditation is the practice of observing what’s going on, without reacting to it. It’s the practice of observing thought pattern and sensation, and the process of observing your environment, externally and internally,” she said. “You sit in stillness, and the brain starts to quiet, and at the same time, you’re observing what’s happening around you.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kohl has students practice mindfulness activities. One day, for instance, she had them pick a positive word and create a necklace or bracelet with the word spelled out with colorful lettered beads, focusing on that word the entire time. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We’re doing something quiet and peaceful, and it helps them feel safe and supported, which affects the brain,” Kohl said. She said that’s especially impactful on teenagers, whose brains are still developing. “Because of that, meditation is setting them up for success.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Music video director and producer Director X’s TEDx Talk, which advocates for \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=JD-OeQOgezE\">\u003cspan style=\"font-weight: 400\">meditation to prevent violence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, inspired the meditation program at Weequahic High.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://aces-report.burkefoundation.org/wp-content/uploads/2019-NJ-ACEs-Opportunities-Report.pdf\">\u003cspan style=\"font-weight: 400\">Almost half of New Jersey’s children\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have experienced trauma, which can negatively affect classroom performance, behavior, and health, and can increase the likelihood of ending up in jails. Childhood trauma \u003c/span>\u003ca href=\"https://www.childtrends.org/publications/prevalence-adverse-childhood-experiences-nationally-state-race-ethnicity\">\u003cspan style=\"font-weight: 400\">has been found to affect\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> black and Hispanic students disproportionately, and about 90% of Newark students are black or Hispanic.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Superintendent Roger León backs the meditation and yoga classes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Can you imagine how many kids are not learning simply because they’re not in the right mental state?” he said at the initiative’s launch last Thursday. “This work we’re launching today, is going to make an incredible impact, not only in our school system, but in the homes of these young people and the lives of their friends.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_55448\" class=\"wp-caption alignnone\" style=\"max-width: 650px\">\u003cimg class=\"size-full wp-image-55448\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/03/DSC_0959-650x432.jpg\" alt=\"\" width=\"650\" height=\"432\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/03/DSC_0959-650x432.jpg 650w, https://ww2.kqed.org/app/uploads/sites/23/2020/03/DSC_0959-650x432-160x106.jpg 160w\" sizes=\"(max-width: 650px) 100vw, 650px\">\u003cfigcaption class=\"wp-caption-text\">Director X attended the initiative’s launch on February 27 at Ironside Newark. The program is inspired by his TEDxTalk, “Message to the Man Who Shot Me.” \u003ccite>(Devna Bose/Chalkbeat)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The district won \u003c/span>\u003ca href=\"https://chalkbeat.org/posts/newark/2019/11/07/mental-health-grants/\">\u003cspan style=\"font-weight: 400\">$6.5 million in grants\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> this year for student mental health, and schools are offering \u003c/span>\u003ca href=\"https://chalkbeat.org/posts/newark/2020/02/04/inside-newarks-efforts-to-manage-student-trauma/\">\u003cspan style=\"font-weight: 400\">more support to students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, like counseling services and “grief baskets” of items to help students coping with loss. District officials, including León, have spoken out about prioritizing student mental health needs and care for students who have experienced trauma, and student mental health is a recurring topic at school board meetings. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Thomas Owens, executive director of MENTOR Newark, which is partnering with local organizations Lotus Yoga and the Hanini Group to provide the classes, said he thinks the district’s recent focus on student mental health is a “large part” of why they joined the initiative. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schools \u003c/span>\u003ca href=\"https://chalkbeat.org/posts/in/2016/04/06/schools-combine-meditation-and-brain-science-to-help-combat-discipline-problems/\">\u003cspan style=\"font-weight: 400\">across the county\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have adopted meditation, which \u003c/span>\u003ca href=\"https://www.vox.com/science-and-health/2017/5/22/13768406/mindfulness-meditation-good-for-kids-evidence\">\u003cspan style=\"font-weight: 400\">research suggests\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> helps practitioners deal with trauma and lessen anxiety — though mindfulness practices in schools are largely experimental. In \u003c/span>\u003ca href=\"https://www.chicagotribune.com/news/breaking/ct-chicago-high-school-quiet-time-meditation-david-lynch-bogan-20190725-72so6zr2gvganb2c54k4eq24zm-story.html\">\u003cspan style=\"font-weight: 400\">Chicago\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a meditation program aimed at addressing trauma in youths who live in poverty and among violence has led to fewer arguments in school but has made some students feel uncomfortable. Students in \u003c/span>\u003ca href=\"https://www.vox.com/science-and-health/2017/5/22/13768406/mindfulness-meditation-good-for-kids-evidence\">\u003cspan style=\"font-weight: 400\">Washington, D.C.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, however, love their weekly meditation sessions, and in nearby \u003c/span>\u003ca href=\"https://chalkbeat.org/posts/ny/2018/07/16/meditation-and-mindfulness-how-a-harlem-principal-solves-conflict-in-her-community/\">\u003cspan style=\"font-weight: 400\">New York City\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, one principal told Chalkbeat that incorporating meditation during the school day increased academic performance at her school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many of the meditation mentors at Weequahic, which offers yoga as part of physical education and an alternative disciplinary measure, were skeptical of participating in the program at first. Williams was suspended a few months ago for recording a fight between two students. When he came back to school, he was sent to practice yoga. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The first day, I didn’t really want to do it because I thought it was corny,” he said. “Then, I started to really like it.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After a few weeks, Kohl encouraged Williams to also join the mentorship program.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’ve enjoyed it a lot more than I expected,” he said. “It’s helped my temper. I used to get mad fast, but not now.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Four years ago, Weequahic had a \u003c/span>\u003ca href=\"https://chalkbeat.org/posts/newark/2018/10/16/in-newark-reporting-lapses-hide-thousands-of-student-suspensions-from-public-view/\">\u003cspan style=\"font-weight: 400\">high suspension rate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but Principal Andre Hollis said in a 2018 Chalkbeat interview that he’s tried to steer the school toward “restorative practices,” which are designed to help students reflect on their actions and make better choices, rather than sending them out of school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">León said last week that attendance and discipline have improved at Weequahic, which he partially attributes to a focus on student mental health.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We can only come to a couple of conclusions,” he said. “On the list of things we can say are responsible for it, I have to add meditation.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After the intensive 8-week portion, students will spend three months completing a practicum before they graduate. Then, Kohl hopes the student mentors will teach meditation classes throughout Newark. The mentors plan to work with elementary-age Newark children this summer, and Kohl is hopeful the students will be hired — by the district, city, or other local organizations — to facilitate meditation and mindfulness sessions.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Williams is already spreading the word and the practice.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’ve started teaching my two friends who got suspended how to meditate,” he said. “It’s helped them a lot. It makes me feel like a better person, teaching other people.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://chalkbeat.org\">Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/em>\u003cimg src=\"http://www.itjon.com/phppt/pixel.php?a=<?php%20echo%20preg_replace('#%5Ehttps?://#',%20'',%20get_permalink(%24post->ID));%20?>\" alt=\"\">\u003c/p>\n\n","disqusIdentifier":"55444 https://ww2.kqed.org/mindshift/?p=55444","disqusUrl":"https://ww2.kqed.org/mindshift/2020/03/04/what-students-gain-by-teaching-their-peers-how-to-meditate/","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":1159,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":28},"modified":1583394829,"excerpt":"Learning meditation from peers helped students encourage one another and become more centered. ","headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"Learning meditation from peers helped students encourage one another and become more centered. ","title":"What Students Gain By Teaching Their Peers How to Meditate | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What Students Gain By Teaching Their Peers How to Meditate","datePublished":"2020-03-04T23:53:49-08:00","dateModified":"2020-03-04T23:53:49-08:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"what-students-gain-by-teaching-their-peers-how-to-meditate","status":"publish","nprByline":"\u003ca href=\"https://chalkbeat.org/posts/newark/2020/03/03/it-makes-me-feel-like-a-better-person-newark-students-learn-how-to-teach-meditation-to-their-peers/?utm_source=republish&utm_medium=web&utm_campaign=republish\">Devna Bose , Chalkbeat\u003c/a>","path":"/mindshift/55444/what-students-gain-by-teaching-their-peers-how-to-meditate","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Originally posted on \u003ca href=\"https://chalkbeat.org/posts/newark/2020/03/03/it-makes-me-feel-like-a-better-person-newark-students-learn-how-to-teach-meditation-to-their-peers/?utm_source=republish&utm_medium=web&utm_campaign=republish\">Chalkbeat\u003c/a> on March 3, 2020\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After his brother was shot and killed in alleged gang violence three years ago, Tyrell Williams had trouble controlling his temper — until he tried meditating. Now, he wants to teach his peers how to meditate, too.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>Weequahic High School junior and nine other students, including one from East Side and another from LEAD Charter School, are training to become “meditation mentors.” They’re halfway through an eight-week intensive program at school that teaches them how to facilitate meditation groups.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Newark students are so motivated that they come to school one hour early every day to practice meditating, regulating their breathing, and calming their mind. They also meet for several hours on Saturday to deeply self-reflect, do yoga, and learn games and exercises to facilitate meditation groups for people of all ages.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_55447\" class=\"wp-caption alignleft\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-55447\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/03/DSC_1002-680x1024.jpg\" alt=\"\" width=\"250\" height=\"376\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/03/DSC_1002-680x1024.jpg 680w, https://ww2.kqed.org/app/uploads/sites/23/2020/03/DSC_1002-680x1024-160x241.jpg 160w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Tyrell Williams said meditating has improved his mental health following his brother’s death. \u003ccite>(Devna Bose/Chalkbeat)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jennifer Kohl, who facilitates meditation sessions and started yoga classes at the school a year ago, said the students practice mindfulness, a non-religious meditative practice that has become a popular aid to treating health problems, including chronic pain, and to dealing with life’s pressures. Increasingly, schools also are teaching mindfulness to help stressed-out students.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Meditation is the practice of observing what’s going on, without reacting to it. It’s the practice of observing thought pattern and sensation, and the process of observing your environment, externally and internally,” she said. “You sit in stillness, and the brain starts to quiet, and at the same time, you’re observing what’s happening around you.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kohl has students practice mindfulness activities. One day, for instance, she had them pick a positive word and create a necklace or bracelet with the word spelled out with colorful lettered beads, focusing on that word the entire time. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We’re doing something quiet and peaceful, and it helps them feel safe and supported, which affects the brain,” Kohl said. She said that’s especially impactful on teenagers, whose brains are still developing. “Because of that, meditation is setting them up for success.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Music video director and producer Director X’s TEDx Talk, which advocates for \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=JD-OeQOgezE\">\u003cspan style=\"font-weight: 400\">meditation to prevent violence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, inspired the meditation program at Weequahic High.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://aces-report.burkefoundation.org/wp-content/uploads/2019-NJ-ACEs-Opportunities-Report.pdf\">\u003cspan style=\"font-weight: 400\">Almost half of New Jersey’s children\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have experienced trauma, which can negatively affect classroom performance, behavior, and health, and can increase the likelihood of ending up in jails. Childhood trauma \u003c/span>\u003ca href=\"https://www.childtrends.org/publications/prevalence-adverse-childhood-experiences-nationally-state-race-ethnicity\">\u003cspan style=\"font-weight: 400\">has been found to affect\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> black and Hispanic students disproportionately, and about 90% of Newark students are black or Hispanic.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Superintendent Roger León backs the meditation and yoga classes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Can you imagine how many kids are not learning simply because they’re not in the right mental state?” he said at the initiative’s launch last Thursday. “This work we’re launching today, is going to make an incredible impact, not only in our school system, but in the homes of these young people and the lives of their friends.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_55448\" class=\"wp-caption alignnone\" style=\"max-width: 650px\">\u003cimg class=\"size-full wp-image-55448\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/03/DSC_0959-650x432.jpg\" alt=\"\" width=\"650\" height=\"432\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/03/DSC_0959-650x432.jpg 650w, https://ww2.kqed.org/app/uploads/sites/23/2020/03/DSC_0959-650x432-160x106.jpg 160w\" sizes=\"(max-width: 650px) 100vw, 650px\">\u003cfigcaption class=\"wp-caption-text\">Director X attended the initiative’s launch on February 27 at Ironside Newark. The program is inspired by his TEDxTalk, “Message to the Man Who Shot Me.” \u003ccite>(Devna Bose/Chalkbeat)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The district won \u003c/span>\u003ca href=\"https://chalkbeat.org/posts/newark/2019/11/07/mental-health-grants/\">\u003cspan style=\"font-weight: 400\">$6.5 million in grants\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> this year for student mental health, and schools are offering \u003c/span>\u003ca href=\"https://chalkbeat.org/posts/newark/2020/02/04/inside-newarks-efforts-to-manage-student-trauma/\">\u003cspan style=\"font-weight: 400\">more support to students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, like counseling services and “grief baskets” of items to help students coping with loss. District officials, including León, have spoken out about prioritizing student mental health needs and care for students who have experienced trauma, and student mental health is a recurring topic at school board meetings. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Thomas Owens, executive director of MENTOR Newark, which is partnering with local organizations Lotus Yoga and the Hanini Group to provide the classes, said he thinks the district’s recent focus on student mental health is a “large part” of why they joined the initiative. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schools \u003c/span>\u003ca href=\"https://chalkbeat.org/posts/in/2016/04/06/schools-combine-meditation-and-brain-science-to-help-combat-discipline-problems/\">\u003cspan style=\"font-weight: 400\">across the county\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have adopted meditation, which \u003c/span>\u003ca href=\"https://www.vox.com/science-and-health/2017/5/22/13768406/mindfulness-meditation-good-for-kids-evidence\">\u003cspan style=\"font-weight: 400\">research suggests\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> helps practitioners deal with trauma and lessen anxiety — though mindfulness practices in schools are largely experimental. In \u003c/span>\u003ca href=\"https://www.chicagotribune.com/news/breaking/ct-chicago-high-school-quiet-time-meditation-david-lynch-bogan-20190725-72so6zr2gvganb2c54k4eq24zm-story.html\">\u003cspan style=\"font-weight: 400\">Chicago\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a meditation program aimed at addressing trauma in youths who live in poverty and among violence has led to fewer arguments in school but has made some students feel uncomfortable. Students in \u003c/span>\u003ca href=\"https://www.vox.com/science-and-health/2017/5/22/13768406/mindfulness-meditation-good-for-kids-evidence\">\u003cspan style=\"font-weight: 400\">Washington, D.C.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, however, love their weekly meditation sessions, and in nearby \u003c/span>\u003ca href=\"https://chalkbeat.org/posts/ny/2018/07/16/meditation-and-mindfulness-how-a-harlem-principal-solves-conflict-in-her-community/\">\u003cspan style=\"font-weight: 400\">New York City\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, one principal told Chalkbeat that incorporating meditation during the school day increased academic performance at her school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many of the meditation mentors at Weequahic, which offers yoga as part of physical education and an alternative disciplinary measure, were skeptical of participating in the program at first. Williams was suspended a few months ago for recording a fight between two students. When he came back to school, he was sent to practice yoga. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The first day, I didn’t really want to do it because I thought it was corny,” he said. “Then, I started to really like it.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After a few weeks, Kohl encouraged Williams to also join the mentorship program.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’ve enjoyed it a lot more than I expected,” he said. “It’s helped my temper. I used to get mad fast, but not now.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Four years ago, Weequahic had a \u003c/span>\u003ca href=\"https://chalkbeat.org/posts/newark/2018/10/16/in-newark-reporting-lapses-hide-thousands-of-student-suspensions-from-public-view/\">\u003cspan style=\"font-weight: 400\">high suspension rate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but Principal Andre Hollis said in a 2018 Chalkbeat interview that he’s tried to steer the school toward “restorative practices,” which are designed to help students reflect on their actions and make better choices, rather than sending them out of school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">León said last week that attendance and discipline have improved at Weequahic, which he partially attributes to a focus on student mental health.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We can only come to a couple of conclusions,” he said. “On the list of things we can say are responsible for it, I have to add meditation.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After the intensive 8-week portion, students will spend three months completing a practicum before they graduate. Then, Kohl hopes the student mentors will teach meditation classes throughout Newark. The mentors plan to work with elementary-age Newark children this summer, and Kohl is hopeful the students will be hired — by the district, city, or other local organizations — to facilitate meditation and mindfulness sessions.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Williams is already spreading the word and the practice.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’ve started teaching my two friends who got suspended how to meditate,” he said. “It’s helped them a lot. It makes me feel like a better person, teaching other people.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://chalkbeat.org\">Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/em>\u003cimg src=\"http://www.itjon.com/phppt/pixel.php?a=<?php%20echo%20preg_replace('#%5Ehttps?://#',%20'',%20get_permalink(%24post->ID));%20?>\" alt=\"\">\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/55444/what-students-gain-by-teaching-their-peers-how-to-meditate","authors":["byline_mindshift_55444"],"categories":["mindshift_21280"],"tags":["mindshift_20784","mindshift_1040","mindshift_842","mindshift_20865","mindshift_841","mindshift_21252","mindshift_21105"],"featImg":"mindshift_55445","label":"mindshift"},"mindshift_32835":{"type":"posts","id":"mindshift_32835","meta":{"index":"posts_1716263798","site":"mindshift","id":"32835","score":null,"sort":[1385661005000]},"parent":0,"labelTerm":{"site":"mindshift"},"blocks":[],"publishDate":1385661005,"format":"aside","disqusTitle":"Got a Minute? Try Meditating!","title":"Got a Minute? Try Meditating!","headTitle":"MindShift | KQED News","content":"\u003cp>We all know by now that meditating benefits us in \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/how-meditating-helps-with-multitasking/\">all kinds of ways\u003c/a>. But who has time to meditate? \u003ca href=\"http://www.martinboroson.info/\">Author Martin Boroson\u003c/a> suggests that taking just one moment out of our busy days to meditate can get us started on the path to becoming more focused and better able to deal with life's events. All it takes is one moment. Who can't spare just one moment?\u003c/p>\n\u003cp>Many \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/why-teaching-mindfulness-benefits-students-learning/\">teachers are starting to incorporate this in their classrooms\u003c/a>, too, giving their students the much-needed break,\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/the-importance-of-teaching-mindfulness/\"> a moment to settle down\u003c/a> before launching again into their next learning adventure.\u003c/p>\n\u003cp>http://www.youtube.com/watch?v=F6eFFCi12v8\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","disqusIdentifier":"32835 http://blogs.kqed.org/mindshift/?p=32835","disqusUrl":"https://ww2.kqed.org/mindshift/2013/11/28/got-a-minute-try-meditating/","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":109,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":4},"modified":1385661037,"excerpt":"We all know by now that meditating benefits us in all kinds of ways. But who has time to meditate? Author Martin Boroson suggests that taking just one moment out of our busy days to meditate can get us started on the path to becoming more focused and better able to deal with life's events. All it takes is one moment. Who can't spare just one moment?","headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"We all know by now that meditating benefits us in all kinds of ways. But who has time to meditate? Author Martin Boroson suggests that taking just one moment out of our busy days to meditate can get us started on the path to becoming more focused and better able to deal with life's events. All it takes is one moment. Who can't spare just one moment?","title":"Got a Minute? Try Meditating! | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Got a Minute? Try Meditating!","datePublished":"2013-11-28T09:50:05-08:00","dateModified":"2013-11-28T09:50:37-08:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"got-a-minute-try-meditating","status":"publish","path":"/mindshift/32835/got-a-minute-try-meditating","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>We all know by now that meditating benefits us in \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/how-meditating-helps-with-multitasking/\">all kinds of ways\u003c/a>. But who has time to meditate? \u003ca href=\"http://www.martinboroson.info/\">Author Martin Boroson\u003c/a> suggests that taking just one moment out of our busy days to meditate can get us started on the path to becoming more focused and better able to deal with life's events. All it takes is one moment. Who can't spare just one moment?\u003c/p>\n\u003cp>Many \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/why-teaching-mindfulness-benefits-students-learning/\">teachers are starting to incorporate this in their classrooms\u003c/a>, too, giving their students the much-needed break,\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/the-importance-of-teaching-mindfulness/\"> a moment to settle down\u003c/a> before launching again into their next learning adventure.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/F6eFFCi12v8'\n title='//www.youtube.com/embed/F6eFFCi12v8'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/32835/got-a-minute-try-meditating","authors":["180"],"categories":["mindshift_192"],"tags":["mindshift_1040","mindshift_842","mindshift_841"],"featImg":"mindshift_32838","label":"mindshift"},"mindshift_23569":{"type":"posts","id":"mindshift_23569","meta":{"index":"posts_1716263798","site":"mindshift","id":"23569","score":null,"sort":[1346435656000]},"parent":0,"labelTerm":{"site":"mindshift"},"blocks":[],"publishDate":1346435656,"format":"aside","disqusTitle":"What Will You Click On Next? Focusing Our Attention Online ","title":"What Will You Click On Next? Focusing Our Attention Online ","headTitle":"MindShift | KQED News","content":"\u003cdiv id=\"attachment_23579\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/what-will-you-click-on-next-focusing-our-attention-online/10_11-15_newtech_0606-3/\" rel=\"attachment wp-att-23579\">\u003cimg class=\"size-large wp-image-23579\" title=\"10_11.15_newtech_0606\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/10_11.15_newtech_0606-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Lenny Gonzales\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap\">The onslaught of information from the wired world can be overwhelming to anyone -- even the savviest online audiences. But rather than completely shut out the digital world, the smarter solution is to learn how to manage it, says author Howard Rheingold.\u003c/p>\n\u003cp>In his book \u003cem>\u003ca href=\"http://rheingold.com/books/net-smart/\">Net Smart: How to Thrive Online\u003c/a>\u003c/em>, Rheingold outlines the potential merits of the vast digital landscape, and offers ideas on how to lasso the unwieldy aspects and use it for good.\u003c/p>\n\u003cp>In a recent conversation on the \u003ca href=\"http://www.kqed.org/a/forum/R201208291000\">Forum\u003c/a> talk program, Rheingold stresses the importance of intention when it comes to managing digital noise. Knowing that every click will likely to lead to a chunk of time spent on what follows will help people decide if that's worthwhile. Every click counts.\u003c/p>\n\u003cp>\"I think [there's] this matter of meta-cognition, of knowing where you're putting your attention,\" he told Michael Krasny on Forum. \"You need to make decisions. 'Am I going to click on that link? Am I going to maybe open a tab for it on my browser and look at it later? Am I going to bookmark it to look at it much later or am I going to ignore it?' You need to make those decisions consciously and I think most of us make them unconsciously... We wouldn't have so many cute cat videos if people didn't click on impulse.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"You need to make decisions. 'Am I going to click on that link? You need to make those decisions consciously.\"\u003c/p>\n\u003c/aside>\n\u003cp>Rheingold advises all of us to create a specific plan when we're online, and to follow through.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"You have to make [decisions] in the context of what you intend to get done for the day. Write down, with good old right-brain pencil and paper, three things you want to get done [online] today, and just two or three words each, and put that in the periphery of your vision,\" he said. \"And when your gaze falls upon it, simply ask yourself 'Is what I'm doing now going to get me to where I need to be by the end of the day?' I'm not asking you to admonish yourself or to make any changes to your routine, I'm only asking you to add a little layer of awareness.\"\u003c/p>\n\u003cp>This exercise in self-control can be honed over time with tools like meditation, Rheingold writes in a chapter called \"Attention!\"\u003c/p>\n\u003cp>\"Mindfuless in all its forms and applications certainly is an end in itself, but practicing mindfulness in regard to online attention serves a specific strategic goal,\" he writes. \"Your goal and mine in this \u003c!--more-->context is not just the control but also the management of attention.\"\u003c/p>\n\u003cp>Rheingold is not alone in his ideas about how meditation can help focus attention when online. Researcher David Levy recently provided evidence on how learning how to meditate can train the mind to focus. (Read \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/how-meditating-helps-with-multitasking/\">How Meditating Helps With Multitasking).\u003c/a> In his study, Levy said those who learned how to meditate were able to keep on task better than those who didn't. “They realized they didn’t have to respond to everything right away, not everything is urgent,” Levy said. “They felt more in control, less tense, less afraid.”\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/what-will-you-click-on-next-focusing-our-attention-online/attachment/0262017458/\" rel=\"attachment wp-att-23584\">\u003cimg class=\"alignright size-full wp-image-23584\" title=\"0262017458\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/0262017458.jpg\" alt=\"\" width=\"202\" height=\"285\">\u003c/a>GUIDING KIDS ONLINE BEHAVIOR\u003c/strong>\u003c/p>\n\u003cp>As the digital landscape continues to shift under our feet, it's that much more important for parents to be aware of the subtleties of having an online identity and life. Though the media portrays the Web as a \"den of frivolity,\" Rheingold writes that it also presents an appropriate place for young people to experiment with their identity. \"What they are learning is not altogether detrimental to themselves and the society they are going to build when they come of age,\" he writes.\u003c/p>\n\u003cp>At the same time, kids needs to be aware that their online lives will leave indefinite footprints.\u003c/p>\n\u003cp>\"Kids need to be told before they get online that nowadays everything that you put online is going to be there forever, it's going to be searchable, it can be connected to your name, it can be reproduced, and it can be spread around the world,\" he said. \"Kids have always done dumb things and they've always kind of said snarky things about each other and they've always had their best friends. They've never had them reproduced forever, search-ibly and reproduce-ibly and able to be broadcast everywhere. You need to know some of these things before you dip your toe in.\"\u003c/p>\n\u003cp>And though the media is rife with stories of online bullying -- with good reason, as it is a common phenomenon -- the development of audio and video chats like Skype and FaceTime on Apple devices may help to ameliorate online attacks.\u003c/p>\n\u003cp>\"There's something about face to face that can't be duplicated online. But a great deal of that signaling can be duplicated with audio and video,\" Rheingold said. \"So I think we're getting a richer form of communication than we used to have. Here's a research question for some sociologist: Are people going to flame each other when we have universal audio and video or is that an artifact of the text-only world?\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>- Additional reporting by Amanda Stupi\u003c/em>\u003c/p>\n\n","disqusIdentifier":"23569 http://blogs.kqed.org/mindshift/?p=23569","disqusUrl":"https://ww2.kqed.org/mindshift/2012/08/31/what-will-you-click-on-next-focusing-our-attention-online/","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":883,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":19},"modified":1346437236,"excerpt":null,"headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"Lenny Gonzales The onslaught of information from the wired world can be overwhelming to anyone -- even the savviest online audiences. But rather than completely shut out the digital world, the smarter solution is to learn how to manage it, says author Howard Rheingold. In his book Net Smart: How to Thrive Online, Rheingold outlines","title":"What Will You Click On Next? Focusing Our Attention Online | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What Will You Click On Next? Focusing Our Attention Online ","datePublished":"2012-08-31T10:54:16-07:00","dateModified":"2012-08-31T11:20:36-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"what-will-you-click-on-next-focusing-our-attention-online","status":"publish","path":"/mindshift/23569/what-will-you-click-on-next-focusing-our-attention-online","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_23579\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/what-will-you-click-on-next-focusing-our-attention-online/10_11-15_newtech_0606-3/\" rel=\"attachment wp-att-23579\">\u003cimg class=\"size-large wp-image-23579\" title=\"10_11.15_newtech_0606\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/10_11.15_newtech_0606-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Lenny Gonzales\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap\">The onslaught of information from the wired world can be overwhelming to anyone -- even the savviest online audiences. But rather than completely shut out the digital world, the smarter solution is to learn how to manage it, says author Howard Rheingold.\u003c/p>\n\u003cp>In his book \u003cem>\u003ca href=\"http://rheingold.com/books/net-smart/\">Net Smart: How to Thrive Online\u003c/a>\u003c/em>, Rheingold outlines the potential merits of the vast digital landscape, and offers ideas on how to lasso the unwieldy aspects and use it for good.\u003c/p>\n\u003cp>In a recent conversation on the \u003ca href=\"http://www.kqed.org/a/forum/R201208291000\">Forum\u003c/a> talk program, Rheingold stresses the importance of intention when it comes to managing digital noise. Knowing that every click will likely to lead to a chunk of time spent on what follows will help people decide if that's worthwhile. Every click counts.\u003c/p>\n\u003cp>\"I think [there's] this matter of meta-cognition, of knowing where you're putting your attention,\" he told Michael Krasny on Forum. \"You need to make decisions. 'Am I going to click on that link? Am I going to maybe open a tab for it on my browser and look at it later? Am I going to bookmark it to look at it much later or am I going to ignore it?' You need to make those decisions consciously and I think most of us make them unconsciously... We wouldn't have so many cute cat videos if people didn't click on impulse.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"You need to make decisions. 'Am I going to click on that link? You need to make those decisions consciously.\"\u003c/p>\n\u003c/aside>\n\u003cp>Rheingold advises all of us to create a specific plan when we're online, and to follow through.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"You have to make [decisions] in the context of what you intend to get done for the day. Write down, with good old right-brain pencil and paper, three things you want to get done [online] today, and just two or three words each, and put that in the periphery of your vision,\" he said. \"And when your gaze falls upon it, simply ask yourself 'Is what I'm doing now going to get me to where I need to be by the end of the day?' I'm not asking you to admonish yourself or to make any changes to your routine, I'm only asking you to add a little layer of awareness.\"\u003c/p>\n\u003cp>This exercise in self-control can be honed over time with tools like meditation, Rheingold writes in a chapter called \"Attention!\"\u003c/p>\n\u003cp>\"Mindfuless in all its forms and applications certainly is an end in itself, but practicing mindfulness in regard to online attention serves a specific strategic goal,\" he writes. \"Your goal and mine in this \u003c!--more-->context is not just the control but also the management of attention.\"\u003c/p>\n\u003cp>Rheingold is not alone in his ideas about how meditation can help focus attention when online. Researcher David Levy recently provided evidence on how learning how to meditate can train the mind to focus. (Read \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/how-meditating-helps-with-multitasking/\">How Meditating Helps With Multitasking).\u003c/a> In his study, Levy said those who learned how to meditate were able to keep on task better than those who didn't. “They realized they didn’t have to respond to everything right away, not everything is urgent,” Levy said. “They felt more in control, less tense, less afraid.”\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/what-will-you-click-on-next-focusing-our-attention-online/attachment/0262017458/\" rel=\"attachment wp-att-23584\">\u003cimg class=\"alignright size-full wp-image-23584\" title=\"0262017458\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/0262017458.jpg\" alt=\"\" width=\"202\" height=\"285\">\u003c/a>GUIDING KIDS ONLINE BEHAVIOR\u003c/strong>\u003c/p>\n\u003cp>As the digital landscape continues to shift under our feet, it's that much more important for parents to be aware of the subtleties of having an online identity and life. Though the media portrays the Web as a \"den of frivolity,\" Rheingold writes that it also presents an appropriate place for young people to experiment with their identity. \"What they are learning is not altogether detrimental to themselves and the society they are going to build when they come of age,\" he writes.\u003c/p>\n\u003cp>At the same time, kids needs to be aware that their online lives will leave indefinite footprints.\u003c/p>\n\u003cp>\"Kids need to be told before they get online that nowadays everything that you put online is going to be there forever, it's going to be searchable, it can be connected to your name, it can be reproduced, and it can be spread around the world,\" he said. \"Kids have always done dumb things and they've always kind of said snarky things about each other and they've always had their best friends. They've never had them reproduced forever, search-ibly and reproduce-ibly and able to be broadcast everywhere. You need to know some of these things before you dip your toe in.\"\u003c/p>\n\u003cp>And though the media is rife with stories of online bullying -- with good reason, as it is a common phenomenon -- the development of audio and video chats like Skype and FaceTime on Apple devices may help to ameliorate online attacks.\u003c/p>\n\u003cp>\"There's something about face to face that can't be duplicated online. But a great deal of that signaling can be duplicated with audio and video,\" Rheingold said. \"So I think we're getting a richer form of communication than we used to have. Here's a research question for some sociologist: Are people going to flame each other when we have universal audio and video or is that an artifact of the text-only world?\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>- Additional reporting by Amanda Stupi\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/23569/what-will-you-click-on-next-focusing-our-attention-online","authors":["180"],"categories":["mindshift_194","mindshift_193"],"tags":["mindshift_822","mindshift_928","mindshift_842"],"featImg":"mindshift_23579","label":"mindshift"},"mindshift_20579":{"type":"posts","id":"mindshift_20579","meta":{"index":"posts_1716263798","site":"mindshift","id":"20579","score":null,"sort":[1333980034000]},"parent":0,"labelTerm":{"site":"mindshift"},"blocks":[],"publishDate":1333980034,"format":"aside","disqusTitle":"The Importance of Teaching Mindfulness","title":"The Importance of Teaching Mindfulness","headTitle":"MindShift | KQED News","content":"\u003cdiv id=\"attachment_20582\" class=\"module image alignleft mceTemp\" style=\"width: 300px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/ssoosay/5612100521/in/set-72157625767844669\">\u003cimg class=\"size-medium wp-image-20582\" title=\"iphone\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/iphonemindfulness_bysoosay_flickrcc-300x450.jpg\" alt=\"\" width=\"300\" height=\"450\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr: ssoosay\u003c/p>\n\u003c/div>\n\u003ch5>By Aran Levasseur\u003c/h5>\n\u003cp>Think of sitting quietly in a spartan room. There are no TVs, computers, smartphones, books, magazines or music. If you're like most people, this probably sounds like a recipe for boredom. In our culture, we avoid moments of \"not-doing\" because we don't associate boredom with having any value. And our aversion to boredom and not-doing have been amplified in our hyper-connected age.\u003c/p>\n\u003cp>It's been said that the \u003ca href=\"http://www.wired.com/wired/archive/5.12/es_attention.html\">currency of the Net\u003c/a> is attention. As connectivity penetrates the furthest reaches of our lives, all of us, but schools in particular, need to treat attention as a skill to be cultivated.\u003c/p>\n\u003cp>A torrent of stimulation is just a click or touchscreen away, ensuring that even the slightest trace of boredom can be mitigated through constant screen connectivity. As beneficial as this perpetual connectivity can be, neuroscience has been uncovering some detrimental side effects.\u003c/p>\n\u003cp>Recent \u003ca href=\"http://www.pnas.org/content/early/2009/05/11/0900234106.abstract\">brain imaging studies\u003c/a> reveal that sections of our brains are highly active during down time. This has led scientists to imply that moments of not-doing are critical for connecting and synthesizing new information, ideas and experiences. Dr. Michael Rich, a professor at Harvard Medical School \u003ca href=\"http://www.nytimes.com/2010/11/21/technology/21brain.html?pagewanted=all\">put it this way in a 2010 New York Times article:\u003c/a> \"Downtime is to the brain what sleep is to the body.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Downtime is to the brain what sleep is to the body.\"\u003c/p>\n\u003c/aside>\n\u003cp>According to \u003ca href=\"http://hmi.ucsd.edu/howmuchinfo.php\">a report\u003c/a> from the University of California, San Diego, in 28 years -- from 1980 to 2008 -- our consumption of information increased 350 percent, while our downtime continues to shrink.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In the midst of this multimedia blitzkrieg, the importance of mindfulness and focused attention is rising. If we can't cultivate mindfulness and focused attention while sitting quietly in a room, then how can we expect to bring these qualities of mind into turbulent circumstances -- both on and offline?\u003c/p>\n\u003ch5>FRACTURED ATTENTION, FRACTURED MIND\u003c/h5>\n\u003cp>The average American consumes 34 gigabytes of content and 100,000 words every single day, according to the \u003ca href=\"http://hmi.ucsd.edu/howmuchinfo.php\">2008 report\u003c/a> from UC San Diego. To put these numbers in perspective, one \u003c!--more-->gigabyte is a symphony in high-fidelity sound or a broadcast quality movie.\u003c/p>\n\u003cp>Our colossal consuming habits are not only crowding out essential neurological downtime, but they're creating a chemical addiction that has interest in little else. When we \u003ca href=\"http://blogs.hbr.org/cs/2009/10/why_the_internet_is_so_distrac.html\">consume media\u003c/a> -- from watching TV to surfing the Net, and from playing videogames to using social media -- we're triggering the brain chemical dopamine. Dopamine creates a \"high,\" and we are wired to do what it takes to maintain this elevated state. When the dopamine levels decrease, we begin to look for diversions that will restore the high.\u003c/p>\n\u003cp> \u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>RELATED READING:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/how-meditating-helps-with-multitasking/\">HOW MEDITATING HELPS WITH MULTITASKING\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/amidst-chaos-15-minutes-of-quiet-time-helps-focus-students/\">AMIDST CHAOS, 15 MINUTES OF QUIET TIME HELPS STUDENTS COPE\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>In the absence of stimulation, and the corresponding dopamine high, we're likely to feel bored. As a result, many of us become stimulation junkies and incessant multitaskers. In the New York Times article, \"\u003ca href=\"http://www.nytimes.com/2010/06/07/technology/07brain.html?pagewanted=all\">Attached to Technology and Paying the Price\u003c/a>,\" Matt Richtel wrote, \"While many people say multitasking makes them more productive, research shows otherwise. Heavy multitaskers actually have more trouble focusing and shutting out irrelevant information, scientists say, and they experience more stress ... And scientists are discovering that even after the multitasking ends, fractured thinking and lack of focus persist. In other words, this is also your brain off computers.\"\u003c/p>\n\u003ch5>THE ANTIDOTE: MINDFULNESS\u003c/h5>\n\u003cp>Living in a connected age is double-edged. While policy and regulation have their place within this matrix, it seems that human agency should be the keystone. Therefore, for the body politic to walk the edge between being empowered by our connectivity or hindered by it requires a steady dose of mind training.\u003c/p>\n\u003cp>Research at Duke University underscores why. Researchers found that more than \u003ca href=\"http://www.danpink.com/archives/2012/03/the-power-of-habits-and-the-power-to-change-them\">40 percent of our actions\u003c/a> are based on habits, not conscious decisions. Unconscious habits and assumptions aren't destiny, but if we don't bring them into focus then the force of these habits will continue to chart our course.\u003c/p>\n\u003cp>The practice of mindfulness is a time-tested antidote to operating in autopilot.\u003c/p>\n\u003cp>\"Mindfulness practice,\" according to \u003ca href=\"http://en.wikipedia.org/wiki/Jon_Kabat-Zinn\">Jon Kabat-Zinn\u003c/a>, a pioneer of mindfulness-based stress reduction, \"means that we commit fully in each moment to be present; inviting ourselves to interface with this moment in full awareness, with the intention to embody as best we can an orientation of calmness, mindfulness, and equanimity right here and right now.\"\u003c/p>\n\u003cp>While the technique of mindfulness isn't hard, developing a disciplined practice can feel like an Olympic challenge -- which is where education comes in.\u003c/p>\n\u003ch5>MIND TRAINING IN SCHOOLS\u003c/h5>\n\u003cdiv id=\"attachment_20589\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/neeta_lind/4783353845/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-20589\" title=\"4783353845_76cef41fba\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/4783353845_76cef41fba-300x400.jpg\" alt=\"\" width=\"300\" height=\"400\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr: Neeta Lind\u003c/p>\n\u003c/div>\n\u003cp>The direction in which education orients a person, to paraphrase Plato, will determine their future in life. While educational aims should be varied, an underlying goal should be in focusing student awareness in a metacognitive direction. If schools hope to prepare students for our hyper-connected world, it reasons that training students to be proficient with digital tools is only part of the equation.\u003c/p>\n\u003cp>Students must also be mindful of how digital tools and perpetual web connectivity are shaping their brains, perceptions and habits.\u003c/p>\n\u003cp>To that end, several promising \u003ca href=\"http://www.edutopia.org/stw-student-stress-meditation-schools-research\">studies\u003c/a> have demonstrated the power of mindfulness mediation in schools to improve executive functioning, reducing stress, anxiety and aggression.\u003c/p>\n\u003cp>In his book, \u003cem>\u003ca href=\"http://www.amazon.com/TechGnosis-Magic-Mysticism-Information-Fiction/dp/1852427728\">Techgnosis\u003c/a>\u003c/em>, Erik Davis also sees another value in integrating mind training into schools:\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"The contemporary rise of attention deficit disorder, a condition seemingly linked to the ubiquity of media nets, only underscores how much we need to treat attention as a craft, at once a skill to be learned and a vessel in flight. But the name of this chronic syndrome also contains a clue. For it is precisely disorder that we need to learn to pay attention to, because in that turbulence lies our own future manifold. The mind is an instrument, and we practice scales so that we may improvise with spontaneous grace.\"\u003c/p>\n\u003ch5>\u003cem>Aran Levasseur has an eclectic background that ranges from outdoor education to life coaching, and from habitat restoration to video production. He taught middle school history and science for five years, where he integrated technology into his classes to enhance his teaching and student learning.\u003c/em>\u003c/h5>\n\u003ch5>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/the-importance-of-teaching-mindfulness/pbs-mediashift-logo-final-16/\" rel=\"attachment wp-att-20586\">\u003cimg class=\"alignleft size-thumbnail wp-image-20586\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/pbs-mediashift-logo-final-140x140.jpg\" alt=\"\" width=\"50\" height=\"50\">\u003c/a>The article was originally published by\u003ca href=\"http://www.pbs.org/mediashift/2011/05/childrens-magazines-cater-to-true-early-adopters-with-mobile-apps137.html\"> PBS MediaShift\u003c/a>, covering the intersection of \u003c/em>\u003cem> \u003c/em>\u003cem>media and technology. Follow \u003ca href=\"http://twitter.com/#%21/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook.\u003c/a>\u003c/em>\u003c/h5>\n\n","disqusIdentifier":"20579 http://blogs.kqed.org/mindshift/?p=20579","disqusUrl":"https://ww2.kqed.org/mindshift/2012/04/09/the-importance-of-teaching-mindfulness/","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":1062,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":25},"modified":1333754376,"excerpt":null,"headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"Flickr: ssoosay By Aran Levasseur Think of sitting quietly in a spartan room. There are no TVs, computers, smartphones, books, magazines or music. If you're like most people, this probably sounds like a recipe for boredom. In our culture, we avoid moments of "not-doing" because we don't associate boredom with having any value. And our","title":"The Importance of Teaching Mindfulness | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"The Importance of Teaching Mindfulness","datePublished":"2012-04-09T07:00:34-07:00","dateModified":"2012-04-06T16:19:36-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"the-importance-of-teaching-mindfulness","status":"publish","path":"/mindshift/20579/the-importance-of-teaching-mindfulness","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_20582\" class=\"module image alignleft mceTemp\" style=\"width: 300px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/ssoosay/5612100521/in/set-72157625767844669\">\u003cimg class=\"size-medium wp-image-20582\" title=\"iphone\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/iphonemindfulness_bysoosay_flickrcc-300x450.jpg\" alt=\"\" width=\"300\" height=\"450\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr: ssoosay\u003c/p>\n\u003c/div>\n\u003ch5>By Aran Levasseur\u003c/h5>\n\u003cp>Think of sitting quietly in a spartan room. There are no TVs, computers, smartphones, books, magazines or music. If you're like most people, this probably sounds like a recipe for boredom. In our culture, we avoid moments of \"not-doing\" because we don't associate boredom with having any value. And our aversion to boredom and not-doing have been amplified in our hyper-connected age.\u003c/p>\n\u003cp>It's been said that the \u003ca href=\"http://www.wired.com/wired/archive/5.12/es_attention.html\">currency of the Net\u003c/a> is attention. As connectivity penetrates the furthest reaches of our lives, all of us, but schools in particular, need to treat attention as a skill to be cultivated.\u003c/p>\n\u003cp>A torrent of stimulation is just a click or touchscreen away, ensuring that even the slightest trace of boredom can be mitigated through constant screen connectivity. As beneficial as this perpetual connectivity can be, neuroscience has been uncovering some detrimental side effects.\u003c/p>\n\u003cp>Recent \u003ca href=\"http://www.pnas.org/content/early/2009/05/11/0900234106.abstract\">brain imaging studies\u003c/a> reveal that sections of our brains are highly active during down time. This has led scientists to imply that moments of not-doing are critical for connecting and synthesizing new information, ideas and experiences. Dr. Michael Rich, a professor at Harvard Medical School \u003ca href=\"http://www.nytimes.com/2010/11/21/technology/21brain.html?pagewanted=all\">put it this way in a 2010 New York Times article:\u003c/a> \"Downtime is to the brain what sleep is to the body.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Downtime is to the brain what sleep is to the body.\"\u003c/p>\n\u003c/aside>\n\u003cp>According to \u003ca href=\"http://hmi.ucsd.edu/howmuchinfo.php\">a report\u003c/a> from the University of California, San Diego, in 28 years -- from 1980 to 2008 -- our consumption of information increased 350 percent, while our downtime continues to shrink.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In the midst of this multimedia blitzkrieg, the importance of mindfulness and focused attention is rising. If we can't cultivate mindfulness and focused attention while sitting quietly in a room, then how can we expect to bring these qualities of mind into turbulent circumstances -- both on and offline?\u003c/p>\n\u003ch5>FRACTURED ATTENTION, FRACTURED MIND\u003c/h5>\n\u003cp>The average American consumes 34 gigabytes of content and 100,000 words every single day, according to the \u003ca href=\"http://hmi.ucsd.edu/howmuchinfo.php\">2008 report\u003c/a> from UC San Diego. To put these numbers in perspective, one \u003c!--more-->gigabyte is a symphony in high-fidelity sound or a broadcast quality movie.\u003c/p>\n\u003cp>Our colossal consuming habits are not only crowding out essential neurological downtime, but they're creating a chemical addiction that has interest in little else. When we \u003ca href=\"http://blogs.hbr.org/cs/2009/10/why_the_internet_is_so_distrac.html\">consume media\u003c/a> -- from watching TV to surfing the Net, and from playing videogames to using social media -- we're triggering the brain chemical dopamine. Dopamine creates a \"high,\" and we are wired to do what it takes to maintain this elevated state. When the dopamine levels decrease, we begin to look for diversions that will restore the high.\u003c/p>\n\u003cp> \u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>RELATED READING:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/how-meditating-helps-with-multitasking/\">HOW MEDITATING HELPS WITH MULTITASKING\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/amidst-chaos-15-minutes-of-quiet-time-helps-focus-students/\">AMIDST CHAOS, 15 MINUTES OF QUIET TIME HELPS STUDENTS COPE\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>In the absence of stimulation, and the corresponding dopamine high, we're likely to feel bored. As a result, many of us become stimulation junkies and incessant multitaskers. In the New York Times article, \"\u003ca href=\"http://www.nytimes.com/2010/06/07/technology/07brain.html?pagewanted=all\">Attached to Technology and Paying the Price\u003c/a>,\" Matt Richtel wrote, \"While many people say multitasking makes them more productive, research shows otherwise. Heavy multitaskers actually have more trouble focusing and shutting out irrelevant information, scientists say, and they experience more stress ... And scientists are discovering that even after the multitasking ends, fractured thinking and lack of focus persist. In other words, this is also your brain off computers.\"\u003c/p>\n\u003ch5>THE ANTIDOTE: MINDFULNESS\u003c/h5>\n\u003cp>Living in a connected age is double-edged. While policy and regulation have their place within this matrix, it seems that human agency should be the keystone. Therefore, for the body politic to walk the edge between being empowered by our connectivity or hindered by it requires a steady dose of mind training.\u003c/p>\n\u003cp>Research at Duke University underscores why. Researchers found that more than \u003ca href=\"http://www.danpink.com/archives/2012/03/the-power-of-habits-and-the-power-to-change-them\">40 percent of our actions\u003c/a> are based on habits, not conscious decisions. Unconscious habits and assumptions aren't destiny, but if we don't bring them into focus then the force of these habits will continue to chart our course.\u003c/p>\n\u003cp>The practice of mindfulness is a time-tested antidote to operating in autopilot.\u003c/p>\n\u003cp>\"Mindfulness practice,\" according to \u003ca href=\"http://en.wikipedia.org/wiki/Jon_Kabat-Zinn\">Jon Kabat-Zinn\u003c/a>, a pioneer of mindfulness-based stress reduction, \"means that we commit fully in each moment to be present; inviting ourselves to interface with this moment in full awareness, with the intention to embody as best we can an orientation of calmness, mindfulness, and equanimity right here and right now.\"\u003c/p>\n\u003cp>While the technique of mindfulness isn't hard, developing a disciplined practice can feel like an Olympic challenge -- which is where education comes in.\u003c/p>\n\u003ch5>MIND TRAINING IN SCHOOLS\u003c/h5>\n\u003cdiv id=\"attachment_20589\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/neeta_lind/4783353845/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-20589\" title=\"4783353845_76cef41fba\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/4783353845_76cef41fba-300x400.jpg\" alt=\"\" width=\"300\" height=\"400\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr: Neeta Lind\u003c/p>\n\u003c/div>\n\u003cp>The direction in which education orients a person, to paraphrase Plato, will determine their future in life. While educational aims should be varied, an underlying goal should be in focusing student awareness in a metacognitive direction. If schools hope to prepare students for our hyper-connected world, it reasons that training students to be proficient with digital tools is only part of the equation.\u003c/p>\n\u003cp>Students must also be mindful of how digital tools and perpetual web connectivity are shaping their brains, perceptions and habits.\u003c/p>\n\u003cp>To that end, several promising \u003ca href=\"http://www.edutopia.org/stw-student-stress-meditation-schools-research\">studies\u003c/a> have demonstrated the power of mindfulness mediation in schools to improve executive functioning, reducing stress, anxiety and aggression.\u003c/p>\n\u003cp>In his book, \u003cem>\u003ca href=\"http://www.amazon.com/TechGnosis-Magic-Mysticism-Information-Fiction/dp/1852427728\">Techgnosis\u003c/a>\u003c/em>, Erik Davis also sees another value in integrating mind training into schools:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"The contemporary rise of attention deficit disorder, a condition seemingly linked to the ubiquity of media nets, only underscores how much we need to treat attention as a craft, at once a skill to be learned and a vessel in flight. But the name of this chronic syndrome also contains a clue. For it is precisely disorder that we need to learn to pay attention to, because in that turbulence lies our own future manifold. The mind is an instrument, and we practice scales so that we may improvise with spontaneous grace.\"\u003c/p>\n\u003ch5>\u003cem>Aran Levasseur has an eclectic background that ranges from outdoor education to life coaching, and from habitat restoration to video production. He taught middle school history and science for five years, where he integrated technology into his classes to enhance his teaching and student learning.\u003c/em>\u003c/h5>\n\u003ch5>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/the-importance-of-teaching-mindfulness/pbs-mediashift-logo-final-16/\" rel=\"attachment wp-att-20586\">\u003cimg class=\"alignleft size-thumbnail wp-image-20586\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/pbs-mediashift-logo-final-140x140.jpg\" alt=\"\" width=\"50\" height=\"50\">\u003c/a>The article was originally published by\u003ca href=\"http://www.pbs.org/mediashift/2011/05/childrens-magazines-cater-to-true-early-adopters-with-mobile-apps137.html\"> PBS MediaShift\u003c/a>, covering the intersection of \u003c/em>\u003cem> \u003c/em>\u003cem>media and technology. Follow \u003ca href=\"http://twitter.com/#%21/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook.\u003c/a>\u003c/em>\u003c/h5>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/20579/the-importance-of-teaching-mindfulness","authors":["4354"],"categories":["mindshift_194"],"tags":["mindshift_842","mindshift_841"],"featImg":"mindshift_20582","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. 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Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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