Vol. 8, Issue 2 - Mindfulness Matters by Hey, Teach! Magazine

HEY, TEACH! Vol. 8, Issue 2 ■ Spring 2017

The Victoria College Education Magazine

In this issue... The Continuum of Mindfulness

“As teachers, giving our students the tools to take care of their minds extends directly into having them take care of their mental health, well-being, and ultimately, their lives. ”

mindfulness matters Feature interview on Mindfulness and Holistic Education in the Classroom With Dr. Merlin Charles, Kimberly Garcia, and Juliana Brown

...and more!

On Mental Awareness in the Classroom

“Talking about what felt like demons in my head was a scary thing to do. Especially to grownup, professional adults who seemed to only have a long list of phone numbers to hand to me. It felt as though it was something that I should be ashamed of.”

Hey, Teach! is dedicated to developing the philosophies and ideas of aspiring teachers. We’re online at heyteachvictoriacollege.wordpress.com & heyteach@utoronto.ca!

THE STAFF OF

Letter from the Editor

We have become aware that mental health plays an important role in the academic and social success of students. As a result of this new awareness, mindfulness and wellbeing practices are becoming more prevalent in classrooms. Teachers are realizing that incorporating mindfulness practice in daily classroom routines is an essential component of promoting resilience and self-regulation in students. Although teachers recognize that practicing mindfulness is Editor-in-Chief: important for their students, teachers often forget about themselves. Michelle Brooks They tend to see to the needs of their students before they take care of their own mental health. If teachers are not supporting themselves, it can Senior Editor: be challenging to support their students. This is the reason that we begin Rija Saleem this issue with some articles on teachers’ personal mental health. Our first article is by Sabine Calleja and she writes about her experience with Senior Productions: an eating disorder and how important it is for teachers to be open about Brittany Yuen their own psychological illnesses or challenges in order to eradicate Public Relations: stigmas. Our second article is entitled “What about the Educators?” and Cassie Fast Nadia Pasta shares her own experiences with mental health issues and the stress that comes with teaching. Vittoria Tesoro writes about how she Associate Editors: developed a habit of journaling from her former teachers. She believes Abeera Ali this habit is a positive way to promote mindfulness in classrooms. Melody Barclay Once teachers have developed mindfulness practices of their own Caroline Biel and are aware of their personal state of wellbeing, they will be more successful at bringing mindfulness into their classrooms. Lisa Shimano Taylor Cenac writes about Zazen meditation and how she practices it as well as how Jessica Concepcion she could bring it into her future teaching. Elizabeth Parker explains Maddy DeWelles what mindfulness is and why it is important in classrooms. Maddy Magdalene Stavrou DeWelles and Caroline Biel give examples of the ways in which teachers Mehak Jamil can bring some of their own mindfulness practices into their classrooms. Vivian Li Heidi Bornstein shares some mindfulness resources for teachers. For Marissa Mark our feature interview, two Toronto District School Board teachers and Elizabeth Parker Dr. Merlin Charles share with us some of their own experiences with Natalie Sanchez mindfulness in education as they explain why holistic education and Jessica Shi promoting growth mindsets can also be essential aspects of mindfulness. Lisa Shimano Jessica Concepcion shares an example of promoting a growth mindset and Joselyn Wong emotional resilience in one of her students. Julia Malone then provides us with a look at holistic education, and Natalie Sanchez describes some Associate Productions: research on the effects of mindfulness on students. Elizabeth Parker Ultimately, mindfulness begins and ends with oneself. This is why Lisa Shimano our last articles include self-reflection. Vivian Li writes a poem on the Yilin Zhu process of reflection and the realization that letting go is an essential part of mindfulness. Samantha King reminds us that professional development on supporting wellbeing for teachers is important because Illustrator: promoting mindfulness empowers our students. Lastly, Mehak Jamil Caroline Biel writes two creative pieces on how it is important for teachers to take care of themselves and of their students. She writes that sometimes listening Any questions regarding is more effective than doing; however, teachers should also take action the articles in this issue when they notice that something is wrong in their classrooms. can be addressed to the Thank you to everyone who has been a part of the “Hey, Teach!” Editor-in-Chief. team! Many individuals worked on this issue and helped to create a medium through which experienced as well as future teachers could share their thoughts and opinions. Thank you for picking up a copy of this magazine and I hope that it will inspire you! Sincerely, Michelle Brooks 01 HEY, TEACH! SPRING 2017 Editor-in-Chief

Hey, Teach! MAGAZINE

TABLE OF CONTENTS Page 3-4 On Mental Awareness in the Classroom Sabine Calleja, Year 4, History Major, Sociology and Art History Minors Page 5 What About The Educators? Nadia Pasta, Year 3, English Major, History and Education & Society Minors Page 6 Mindfulness Matters: The Comforting Space of Journal Keeping Vittoria Tesoro, Year 4, English and Renaissance Studies Majors Page 7 Zazen as One of the Mindfulness Practices in Education Lisa Shimano, Year 4, Linguistics Major, French and Education & Society Minor Page 8 Mindfulness Moments Elizabeth Parker, Year 4 CTEP, History Major, Political Science and Education & Society Minors Page 9-10 The Continuum of Mindfulness Maddy DeWelles, Year 3, Sociology Major, Equity Studies and Education & Society Minors Page 11-12 Catching the Mindfulness Fever Caroline Biel, Year 1, Vic One Ryerson Stream Page 13-16 What Really Matters in Bringing Mindfulness to Education Heidi Bornstein, Executive Director, Mindfulness Teacher and Founder of Mindfulness Everyday Page 17-23 Feature Interview: Mindfulness & Holistic Education in the Classroom With Dr. Merlin Charles, lecturer/course director and teacher educator at the University of Toronto; Kimberly Garcia, Grade 2 & 3 teacher at Dundas Junior P.S.; Juliana Brown, Grade 3 teacher at Greenland P.S. Interview conducted by Michelle Brooks, Year 5 CTEP Page 24 Picture Books to Promote Mindfulness and Growth Mindsets Compiled by Michelle Brooks, Year 5 CTEP Page 25-26 Building Resilience to Increase Children’s Wellbeing Jessica Concepcion, Year 5 CTEP Page 27 Frontier College: Educating the Whole Family Julia Malone, Year 5 CTEP Page 28 How Does Mindfulness Influence Learning? Natalie Sanchez, Year 4 CTEP, English Major, Sociology and Education & Society Minors Page 29 Aeneas’ Promise Vivian Li, Year 1 Page 30 Working Towards Wellness: Mental Health in Education Samantha King, Year 3 CTEP, Sociology Major, English and Education & Society Minors Page 31-32 You Do You Mehak Jamil, Year 4, English Major, Psychology and Education & Society Minors Page 33-34 A is for “Anxious” Mehak Jamil, Year 4, English Major, Psychology and Education & Society Minors Page 35-36 Word Butterfly Page 37-38 Final Thoughts HEY, TEACH! SPRING 2017

Sabine Calleja Year 4 History Major, Sociology and Art History Minors

myself to the point of anorexia. I felt that I had no way out – it very much became a lifestyle I was not only addicted to, but one that I realized was controlling me. People started to notice. My skin was turning yellow, my cheeks were hollow, I was constantly cold, and my hair was falling out “ igh school will be the best time of your life!” at an alarming rate. I had accepted what I had Entering the ninth grade, this is what I heard become, and yet it was still not enough – because from a bounty of people. It seemed like a step I felt I still had weight targets to reach. Another into the ‘real world’ – a place where homework 5lbs, then another 10lbs and so on. I thought suddenly grew a little tougher, cliques became reaching the goals I set out for myself would more apparent, and, for some, the pressure to fit allow me some satisfaction – but it only increased in became even more daunting. Whether it was the level of dissatisfaction with both my body getting straight As, participating in as many clubs and my whole self. I did eventually receive the and sports teams as possible, or having a big hospitalization I desperately needed, but the group of cool friends, pressure was everywhere. turning point in my journey of recovery was not Striving for perfection became rooted in my the moment when I was finally being force-fed mind, and was interwoven in my experience with it was when I began talking. mental illness. Talking about what felt like demons in Grade 10 was a dizzying year of having my head was a scary thing to do. Especially to already established myself in my school grown-up, professional adults who seemed only community and feeling that I wasn’t enough to to have a long list of phone numbers to hand fit in. This led to a turbulent relationship with to me. It felt as though it was something that I finding “escape” mechanisms – beginning with should be ashamed of. I was whispered about cutting, binging, purging, and eventually starving as “that girl with the eating disorder,” and I felt

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On Mental Awareness in the Classroom more and more like I was being defined by the illness I had, which was far more complex and deep-rooted than sheer vanity, rather than being defined as me, just with an ongoing illness that I wanted to receive help with. I was lucky enough to have been in the class of a teacher who, from day one of our World Literature class, told everyone in the room that she has had depression since she was four years old. This was the first time I had heard a teacher speak out so openly about a personal issue of that magnitude. She ensured that our classroom was a safe space – one where learning and reading and discussing was most encouraged in relation to course material, but also one where we could approach her for anything, not just school matters. This teacher quite literally stood up in front of our class and said “it’s ok! There is no stigma here!” I remember thinking, “I want to be just like her one day.” I wanted to be able to have the confidence to say, “Yes, I did experience something that was probably the darkest time of my life, and despite being surrounded by stigma from peers and even staff, I came out of it eventually, and I am here for all of you.”

This teacher, and her openness to talk about mental illness in and outside of the classroom, was undoubtedly a huge motivator in my aspiration to become a teacher. I think it is of utmost importance to speak about mental illness in a classroom- an open, safe, and educational space- just as much as it is important to talk about J.D Salinger and the scientific method. Educators can provide so much more than what they are professionally known for. They are role models to the students they teach, and they can provide support, care, and guidance, where students who are dealing with any sort of hardship, or who simply just want to talk, can approach their teacher. I hope that classrooms will become a community space where learning of ALL matters is encouraged – academic and otherwise. Mental illness, particularly for youths experiencing such drastic transitions in high school, should not be kept outside the classroom door; instead, it should be acknowledged and talked about because healthy minds create healthy futures. ■

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What About the Educators? Nadia Pasta Year 3 English Major, History and Education & Society Minors

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When I initially sat down to write an article

about mental health and education, my immediate impulse was to talk about the issues that adolescents face as life becomes more challenging and demanding. This idea was not irrational considering my own personal experiences; I wish to teach high school and suffered my first panic attack as a teenager; however, as I was thinking about my own life, I came to realize that I will be a teacher who struggles, and continues to struggle with my own mental wellbeing. This realization brings light to the fact that we often think of others when issues of mental health are addressed, and while this is obviously not a bad thing, it can contribute to certain groups being left out of mental illness initiatives. When we speak about mental health and education, how often are teachers and other faculty members ignored? Unfortunately, in our important efforts to aid students in speaking about depression, anxiety, or other mental health issues, we have forgotten about the adults who may also be battling their own illnesses. In doing so, we have automatically put teachers in the position of those who assist students with mental health, rather than viewing them as individuals who can suffer as well. Anyone who has spent time in a classroom can attest to the fact that, despite its rewards, teaching can be a highly stressful and isolating experience. Taking this into consideration, it is imperative that we include the entire school community into the equation when speaking of mental health and education. After all, teachers cannot be expected to help their students when their own problems are not being recognized and addressed. With billboards and TV ads promoting the “Bell Let’s Talk” initiative, it only seems appropriate to be writing about mental health during the month of January. While the media can afford to focus on mental wellness for one month out of the year, educators do not have that luxury; we encounter and experience issues regarding mental health year-round. ■

Mindfulness Matters: The Comforting Space of Journal Keeping Vittoria Tesoro Year 4 English and Renaissance Studies Majors

Mental Health Awareness is an essential topic

that deserves discussion in both elementary and secondary schools. I will discuss my experience and how the task of keeping a journal in the classroom helps students cope with anxieties and worries in their lives. I will begin by saying that the first step to addressing mental health is to talk about it; the second step, in my opinion, is to write about it. On the first day of grade 6, my teacher presented to the class a stack of multi-colored journals. Row by row, each student chose the colour he or she liked; I chose a sky blue journal with iridescent stars. My teacher explained that these journals were going to be our “Writer’s Notebooks”, which we were to use throughout the year. We were to reflect on certain passages or quotations that we came across, or we could write stories and brainstorm ideas. (I have to also mention that we were allowed to write in gel pen instead of pencil, which is a big deal when you’re eleven years old). I was absolutely thrilled by this. Sporadically throughout each week my teacher would assign a topic and the class would be given time to reflect and write in our Writer’s Notebooks. I never thought that an exercise as simple as writing could be so therapeutic. In those ten or fifteen minutes, the class was able to immerse in writing and lose themselves in the process of expressing thought to page.

Like many children who get anxious about an upcoming test or class presentation, I found writing stories and reflections was a creative method that helped me express any internal worries that occupied my thoughts. The act of writing also allowed me to temporarily set aside my worries and focus on the story or idea that sounded brilliant in my mind. Writing down my worries empowered me to see what was bothering me through means of my own handwriting. There was something familiar and yet engaging about seeing these worries I had written down. My class experienced a revelation too – that anyone could have power through the written word. Many of the students wrote about friendship anxieties, less-than-ideal supply teachers, and thoughts about debatable current events. I have always been intrigued by the maturity and insightfulness of such young people, especially once they are given the right kind of medium. I have encountered journal keeping twice more in school; in my grade 12 Writer’s Craft class, and in my first year at University. I like to think my entries and freewrites have become more profound as I have gotten older, but I realized that’s not what it’s always about; sometimes it’s finding comfort in knowing that there’s a space for expression and encouraged subjectivity. I have carried this method of written release since then, and I must admit that it has never failed me. ■ HEY, TEACH! SPRING 2017

Zazen as One of the Mindfulness Practices in Education Lisa Shimano Year 4 Linguistics Major, French as a Second Language and Education and Society Minors

Ever feel stressed when overwhelmed

with schoolwork, tests, or sports practices? Mindfulness can help students regain selfcontrol, reduce anxiety and stress levels, improve concentration levels and help us feel refreshed. There are many ways in which mindfulness can be incorporated into education. Zazen is one of the ways discussed in this article. Zazen is part of the Japanese culture. “Za” means sitting and “zen” means meditation in Japanese. It is practised on a meditation cushion. The person practicing Zazen lets go of his/her thoughts and focuses on posture and meditation, ideally with a straight back and a quiet mind. I have done a one-day Zazen experience before, in Japan. At that time, because I was not mature enough, I didn’t really grasp the full meaning of what Zazen is really about: focusing on one’s inner self. I tried really hard not to let my thoughts wander to other things, but it was very hard at that time; however, I was still able to become refreshed and more focused on myself in the environment where I found myself for the rest of that day, in spite of having focused for only a little bit. After this experience, I started doing Zazen meditation whenever I needed to focus on something, and as I grew older and more mature, my thoughts didn’t wander as much as they had done before. Even now, I sometimes do Zazen meditation whenever I need to focus on something, for example, schoolwork. I remind myself of the Zazen experience I had. Then, once I put all idle thoughts out of my

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mind, my next actions are sharper and I am more focused. I become capable of continuing whatever I was doing, like schoolwork, with full power. It really helps me build up my concentration level and allows me to be in the moment while meditating. This probably explains why many schools are incorporating mindfulness in their classrooms nowadays. It can help students do better in school, because if they are concentrating really hard on whatever they are doing at the moment, such as studying, reading or practising, it helps them excel by being proactive and attentive to even the smallest details and getting the big picture of the concept they are working on. Another example focuses on athletes. Whenever they come out with a good result, they usually say that they were able to concentrate and were able to make their own play, in order to explain why they were able to win the game that time. This is another kind of mindfulness. If one practises mindfulness daily, one can benefit from it by being able to fully concentrate at the crucial moment. In this way, mindfulness is not only important when practised in schools, but also in everything else. Take, for example, athletic training. In the case of Zazen meditation in athletic training, most athletes incorporate some sort of meditation into their training in order to help them obtain good results in their own play, game, or matches. In the case of Zazen meditation in school classrooms, it could be incorporated into lessons at the beginning of the school day, in the middle of the school day during lunch time, or even at the end of the school day, for a cool down for just ten minutes. Each teacher would know when the most effective time would be for his or her own students, and how to implement it most efficiently. I really believe it is important to have a time of our own for even just a few minutes per day for mindfulness. ■

Elizabeth Parker Year 4 CTEP History Major, Political Science and Education & Society Minors

Mindfulness Moments According to the Teacher’s Academy, “Doctor Jon Kabbat Zinn, founder of Mindful

Based Stress Reduction practices, defines mindfulness as the awareness that emerges through paying attention on purpose, in the present moment and non-judgmentally, to the unfolding of experience moment by moment”. It is the on purpose part of this description that really affected me. We pay attention to what is happening around us all the time, but does that mean we are always mindful of our situation? NO, of course not; however, paying attention on purpose implies that we want to learn and, therefore, that we are intentionally choosing to learn. In this sense, mindfulness is essential in all areas of life and especially in education since the goal of school is to learn – to learn new facts, new methods of problem solving and new ideas about the world; however, we cannot learn if we are preoccupied. We need to learn our own methods of focus first. I was in a kindergarten classroom recently where mindfulness moments were implemented. Because it was a kindergarten class, of course play-time was a common occurrence. Before the teacher gathered the students for the next activity, she clinked her xylophone and all the students assumed their own silent mindfulness position. Most closed their eyes; some held the traditional yoga pose but all the children were focused in on themselves and the silence in the room allowed everyone to calm down and get ready for the next activity of the day. It was wonderful to watch in action. As educators, it is our duty to prepare our students for the world and to encourage them to interact and flourish as much as possible and to the best of their abilities. It is our job to teach our children coping mechanisms for dealing with the chaos that is sure to envelope them as they continue to get older. We need to know how to focus on ourselves and be able to listen to our own thoughts and ideas. The world is wonderful, but so is each and every individual. We have to take care of each individual in order to create a symbiotic classroom and an interconnected world. ■

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THE CONTINUUM OF MINDFULNESS

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We always use our minds. We use them

when we sleep, when we talk, when we write. Really, our minds are our lives. Therefore, as teachers, giving our students the tools to take care of their minds extends directly into having them take care of their mental health, wellbeing, and ultimately, their lives. When I think about how to properly implement mindfulness techniques in the classroom, a couple of ideas come to mind. These include academic mindfulness, interpersonal mindfulness, and intrapersonal mindfulness. These three elements of mindfulness create a sort of “mindfulness continuum” where students progress from academic right through to intrapersonal mindfulness. Let’s begin with academic mindfulness. Academic mindfulness is how students see themselves as students, and what they feel their positions are within the classroom. A good way of practicing academic mindfulness is through reflection. For example, at the beginning of a math unit, students can reflect on how they feel about math, what they are worried about, or what they feel their strengths are. I recognize that there is a risk of students not taking these reflection sheets seriously or perhaps teachers treating these activities as “soft curriculum.” However, in order for teachers to both understand their students and promote academic mindfulness, these self-assessments are valuable tools. Students, whether they realize it or not, actively engage with themselves and their identity as learners. Through these tools, teachers come to better understand the needs of their students, and are also better prepared to tailor their lessons pertaining to these needs.

Mindfulness also takes shape in the interactions students have with each other. In a few of my past placements, I have noticed that interpersonal turmoil can begin at a very early age – even as early as three years old. While as teachers we don’t necessarily want interpersonal conflict, it can be an opportunity for students to strengthen interpersonal skills, and ultimately develop empathy. For example, if a group of students is having issues, teachers might be able to remedy these issues by having students write down their feelings, their perspectives, and then share these perspectives initially with a teacher, then with each other, but with a teacher present. I’m hesitant to have students talk out their issues together without supervision, which is why I think writing (a highly mindful activity) gives students useful practice in understanding how their own feelings and perspectives fit into conflict. Further, through such understanding, students will be better able to interact with and understand the perspectives of others during future interactions. Lastly, and closely tied to interpersonal mindfulness, is intrapersonal mindfulness. Intrapersonal is how students create a positive relationship with themselves. Techniques for intrapersonal development might be meditation in the classroom; it might be journaling, or it might be having students write creative biographies about themselves. These activities encourage students to see themselves as important beings, as worthy beings, and as autonomous individuals. As teachers, when we have our students respect and love themselves, we set them on a journey of academic and personal success. ■

Maddy DeWelles Year 3 Sociology Major, Equity Studies and Education & Society Minors

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Catching the

Mindfulness Fever Written and illustrated by: Caroline Biel Year 1 Vic One Ryerson Stream

deep breathing techniques; after only two weeks of daily mindfulness, they’ve already noticed improved attention, mood, and awareness in contrast to a control kindergarten classroom.

Buzz about mindfulness is everywhere.

Research studies are uncovering the cognitive benefits of mindfulness everyday, and this trendy topic has been the source of inspiration for hundreds of books and news reports in the past year. Recently, we have seen a surge of new mindfulness studios open in the United States and Canada – one in New York City, MINDFL, offers twelve different mindfulness and meditation classes to choose from. Even hospitals and community centres across the continent have begun to reap the health benefits of mindfulness by providing regular sessions for visitors. So why aren’t schools catching the mindfulness fever, too? That is, not all schools. Mindfulness and meditation programs are slowly emerging in classrooms, and they have already been implemented in a handful of schools with surprising results, much to the interest of psychologists. In one ongoing study at the University of North Carolina, scientists have been teaching preschoolers yoga poses and

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“What’s amazing is that this brief exposure appears to be so powerful,” remarks Simone Nguyen, the lead researcher of the study. “A few minutes of breathing, a few minutes of paying attention to the moment are appearing to make a difference.” Other studies have also found similar results among students participating in meditation sessions, including improved social behaviour and focus, fewer symptoms of hyperactivity, and reduced depression in older students. People are often skeptical about the benefits of mindfulness, but time after time it proves to be a wonderful therapeutic activity, especially for young people. In one troubled American middle school with a soaring

suspension rate of twenty-eight percent and high teacher turnover, staff have turned to mindfulness. Three years after running the Transcendental Meditation program, suspension rates dropped to only four percent. At another school, this same program was also found to boost high school graduation rates by fifteen percent. There are many ways that educators can start to introduce mindfulness in their classrooms, as it can be a great experience for students of every age and every grade. Through practice, it can become an effective method to calm a class of rambunctious preschoolers or to refocus groggy teenagers in a morning lecture. Even a few minutes of mindfulness every day makes a big difference. Every day before class, engage students in deep breathing exercises, quiet meditation, or yoga poses. This will help students to clear their mind, relax, and become alert.

References

Davis, D. & Hayes, J. (2011). What are the benefits of mindfulness? A practice review of psychotherapy-related research. Psychotherapy, 48(2). Retrieved from https://www.apa.org/pubs/journals/features/pst-48-2- 198.pdf. Kuyken, W. et al. (2013). Effectiveness of the Mindfulness in Schools Programme: non-randomised con trolled feasibility study. The British Journal of Psychiatry, 203(2). Retrieved from http://bjp.rcpsych.org/ content/203/2/126.short. Lenger, K, Gordon, C. L., & Nguyen, S. P. (2017). Intra-individual and cross-partner associations between the five facets of mindfulness and relationship satisfaction. Mindfulness, 8(1). Retrieved from http://link. springer.com/article/10.1007/s12671-016-0590-0. Mindful Schools (http://www.mindfulschools.org/about-mindfulness/research/) TIME Mindfulness: The New Science of Health and Happiness HEY, TEACH! SPRING 2017

Heidi Bornstein Executive Director, Mindfulness Teacher and Founder of Mindfulness Everyday, a Canadian registered charity that has been delivering mindfulness programs to schools in Ontario since 2009

My partner and the co-founder of Mindfulness Everyday, Stephen Chadwick and I began teaching

teens in 2009. We are MBSR (Mindfulness-Based Stress Reduction) facilitators and many of our adult participants found the workshop so beneficial that they wished they had learned the practices when they were younger. In spring 2010, we were contacted by a local high school, R. H. King, because students were coming to the guidance office asking for help with stress and anxiety. We delivered The Mindful Edge – Stress Reduction and Life Strategies for teens, an eight week after school program with 20 students and five teachers. The program was so successful that the school decided to implement it as part of the grade 11 Leadership curriculum in the Fall of 2011, where it remains as an integral part of the leadership course. Our focus in the program is to explore the following three questions with both students and teachers:

1. 2. 3.

Why Be Mindful? – What are the benefits for educators and students? What is Mindfulness? – The definition and practical applications of mindfulness in daily life. How Do You Practice Mindfulness? – What are the foundational practices that support social and emotional learning, promote positive health and well-being, and cultivate supportive, healthy relationships?

For me, personally, I love teaching teens about mindfulness. They are at a stage in their lives where they are being asked to make major decisions about the future, and to be able to tap into their

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own innate inner wisdom in order to do so is transformative. There appears to be a more holistic approach utilizing mindfulness and/or yoga expanding within educational institutions. In December 2014, the Ministry of Education released The Foundations for a Healthy School Resource. Of particular note is the Mental Health section which suggests strategies and activities that include social-emotional learning (under mental health promotion) and resiliency, both of which can be developed using mindfulness.

health leads in various boards, and it appears that mindfulness is an approach that is being considered as a support for promoting positive mental health and well-being. In our experience, we have seen the following learning outcomes in students who have participated in The Mindful Edge Program – Stress Management and Life Strategies for Teens: increased focus and attention, learning to use the breath to self-regulate emotions, understanding of the physiology and neurobiology of stress and happiness and the importance of self-care. Here are some reflections from grade 11 students on what they said they’ve gotten out of the program. 1. “I learned how to stop, reflect and react in a positive manner during a hard situation. I would practice breathing exercises before presentations and peacefully stretch after completing my homework to get a sense of relaxation.”

The MOE’s Foundations for a Healthy School webpage states: “The Foundations for a Healthy School resource is designed to help contribute to a learning environment that promotes and supports child and student well-being – one of four core goals in Ontario’s renewed vision for education (see below). This goal emphasizes the need to focus not just on academic success but also on the whole child and student –cognitive, emotional, social, and physical development.” Mindfulness is an effective way to enhance cognitive, emotional and social development. We have been working with several of the mental

“Happiness can come from anything. We can find happiness easily when thinking positively. To continue mindfulness, I will think first before acting and getting upset. “ 2. “I learned the importance of mindfulness and how we can incorporate it into our everyday lives. The most important message was being able to pay attention to the present with kindness. I will use mindfulness to help pay attention to my body and breathe when in stressful situations. It was a great experience and something I will use in the future to overcome obstacles, thank you!“

School Mental Health ASSIST (SMH ASSIST) is a provincial implementation support team designed to help Ontario school boards promote student mental health and well-being. We operate within Open Minds, Healthy Minds: Ontario’s Comprehensive Mental Health and Addictions Strategy, and work with the Ministry of Education to provide school mental health leadership, resources and coaching support. We employ an implementation science framework to help Ontario’s 72 school boards approach student wellbeing in a way that is systematic, intentional and evidence-based. SMH ASSIST offers its services directly to school boards via their Mental Health Leadership Team, most often through the Superintendent.

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3. “Mindfulness taught me to slow down, breathe, and give my brain some time to process and acknowledge what is happening around me in order to maintain happiness and stay healthy physically, mentally & spiritually.” 4. “I learned how to live in the moment. Stop thinking about the past and future. An important message was that it is okay to slow down and take your time. I will use mindfulness when I’m nervous to focus on my breathing and stay calm.” 5. “I love your sessions; they make me feel really relaxed. Also that video on positive psychology was really inspiring. I was confused about what I wanted to study, but I do feel like you introduced something really important, so I’m just going to go with that. Involving teachers and parents is integral to creating a sustainable mindful culture in schools, not only for the students, but for teachers and parents themselves. If the adults in the lives of children and teens do not have the qualities that we would like to see in our children – resiliency, calmness, emotional balance, focus, presence, attentiveness, kindness, compassion – then how are they going to learn them? Teachers interested in implementing mindful awareness practices in their classrooms

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are encouraged to first learn and practice mindfulness strategies for themselves for the following reasons:

In social learning theory, behaviour modeling is the demonstration of a desired behaviour. A teacher’s presence in a classroom and their capacity to build relationship is viewed as more important than any instruction they can offer. Teachers often neglect their own needs, resulting in high incidents of stress and burnout in the profession. Mindfulnessbased self-care practices can help restore balance in educators’ lives, enabling them to be present for their students. Parents can learn to be fully present with their children and teenagers – in both shared moments of joy as well as when their buttons have been pushed to the limit. Mindfulness

teaches awareness and regulation of automatic reactions and behaviours. It supports the development of compassion for self and others. “Recent findings in neuroscience research suggest that parenting our children mindfully provides them with a sense of security which fortifies their health and wellness, enhances their abilities to learn to their full potential in and out of school, potentiates their ability to regulate their emotions and attention and to make good decisions, fosters resilience in the face of any curve balls that life throws their way, and enables them to thrive in this fast-paced and uncertain world. Parenting mindfully also deepens the relationship between parent and child, and provides parents with a more comfortable and joyful experience of raising their children. Mindful parenting is a practice which is simple, but not easy, and most definitely worth the effort.” M. Lee Freedman, MD, CM FRCP(C) Mindfulness enables all of us at Mindfulness Everyday to be engaged in life in a way that is meaningful and transformative by creating a difference in people’s lives. There is another way of being which opens the possibility of relating to the stress, anxiety and challenges of life with kindness, curiosity and spacious awareness. ■

Resources Mindfulness Everyday Courses for Educators: http://www.mindfulnesseveryday.org/schedule.html Mindfulness Everyday YouTube Playlists: https://www.youtube.com/channel/UCR7gFPabXydCt 8DZqopT-yw/playlists Mindfulness Everyday Newsletter: Information on new books, courses, events, and conferences: http://www.mindfulnesseveryday.org/newslettersignup.htm The Centre for Mindfulness Studies: The Centre for Mindfulness Studies is an innovative charity and social enterprise in Toronto, Ontario, offering mindfulness-based therapies and professional training for health care professionals, social service providers, and educators. http:// www.mindfulnessstudies.com/about/ Mindful Teachers: Living, learning and teaching with mindful awareness http://www.mindfulteach ers.org/ DM Newsletter: The Newsletter contains all the latest updates from Discover Mindfulness, including the latest news, research, tools and information about mindfulness programs, as well as events. http://discovermindfulness.ca/get-involved/sign-up/ DM Fact Sheets: The fact sheets are designed to help you talk about mindfulness and how it can be of benefit to teachers and students. Each fact sheet is two pages (or one double-sided page) and designed to be succinct and effective. 1. Fact Sheet – What is Mindfulness (http://discovermindfulness.ca/wp-content/uploads/2015/03/ What-is-Mindfulness-Mar-10-2015.pdf) 2. Fact Sheet – Teacher Well-Being (http://discovermindfulness.ca/wp-content/uploads/2015/03/ Teacher-Well-Being-March-10-2015.pdf) 3. Fact Sheet – Mindfulness for Elementary Schools (http://discovermindfulness.ca/wp-content/ uploads/2015/03/DM-Elementary-fact-sheet-March-10-2015.pdf) 4. Fact Sheet – Mindfulness for Middle & Secondary Schools (http://discovermindfulness.ca/wpcontent/uploads/2015/03/DM-Middle-High-fact-sheet-Mar-10-2015.pdf) 5. Fact Sheet – Student Mental Health and Well-Being (http://discovermindfulness.ca/wp-content/ uploads/2015/03/Fact-Sheet-mental-health-March-10.pdf) 6. Fact Sheet – About Discover Mindfulness (http://discovermindfulness.ca/wp-content/uploads/2015/03/Fact-Sheet-About-DM-Mar-10-2015.pdf) HEY, TEACH! SPRING 2017

Feature Interview

Mindfulness & Holistic Education in the Classroom

Michelle Brooks Year 5 CTEP B.Sc. (Hons)

Merlin Charles Ph.D. in Curriculum, Teaching and Learning

Kimberly Garcia B.Mus. (Hons), B.Ed. OCT

Juliana Brown B.A. (Hons), B.Ed. OCT

Interviewer

Lecturer/Course Director and Teacher Educator University of Toronto

Grade 2 & 3 Teacher Dundas Junior P.S. TDSB

Grade 3 Teacher Greenland P.S. TDSB

Integrating mindfulness into a classroom can be challenging for new teachers. In this interview,

two experienced teachers share with us their own mindfulness techniques and experiences. Dr. Merlin Charles connects holistic education with mindfulness and explains why holistic education is essential for student and teacher wellness in classrooms.

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Dr. Charles, please tell me a little about your own research and what you are currently teaching and researching. Merlin: The purpose of my research was to discover, describe and document how holistic education is operationalized in the classroom, using French as a second language (FSL) instruction in the Canadian post-secondary context, as a concrete example. The study was significant in that it further aimed at developing a comprehensive understanding of what teachers do to facilitate holistic engagement in the classroom and beyond. Particular attention was paid to the various holistic interconnections and relationships involved in language teaching and the ways in which these helped to foster a spirit of inclusiveness, connectedness and balance in the teaching-learning environment. In terms of methodology, this qualitative research inquiry utilized a blend of narrative and case study methodologies and included a variety of data sources such as face-to-face (individual and focus groups) interviews with teachers and students, classroom observations and surveys. There’s a wide range of research possibilities in the field of holistic education. Currently, I am focusing primarily on exploring the notion of teaching presence. Along with this on-going research, I am also actively engaged in teaching in the FSL and teacher education programs. Kim and Juliana, what grade/grades do you teach? What is your class like? Kimberly: I have taught kindergarten, grade 8, grade 6, kindergarten to grade 8 Music and I currently teach grade 2/3. This is my 15th year of teaching for the TDSB. Juliana: I teach grade 3 this year. I have taught grades 1 to 6, as well as music and special education. Dr. Charles, why were you interested in doing your research in holistic education? Merlin: There were several factors which fueled my interest in doing my research in holistic education. First, I must mention that it was during my formative years in Dominica “the Nature Isle of the Caribbean” that I had my first experiences with nature, family, schooling, work and parenting. David Orr, states that “all education is environmental education”. In retrospect, I now realize that the awe-inspiring natural environment in which I grew up along with my

elementary learning, which enveloped a spirited engagement of mind, body and heart, may have in fact been the catalyst for my growing interest in holistic education. When I came to Canada, I brought with me a wide range of experiences relating to language, spirituality and education; and my research allowed me to explore a different dimension of my experiences through various concepts and theories relating to holistic as well as language teaching and learning. I must also mention the wonderful opportunity to observe and interact with several professors and students from diverse backgrounds. Through these interactions, I became increasingly aware of the importance of holism and its potential in fostering wholeness and engagement in education, and how teachers can nurture their own presence in order to teach to the whole student - body, mind and spirit. I have often believed that holistic education was simply the educating of a child’s body as well as a child’s mind. What is the more complete philosophy behind holistic education? Merlin: Great question! You have identified two components – body and mind – however, when it comes to holistic education, there are other elements that are essential in achieving wholeness. So, to offer a more complete philosophy, we could add that the aim of holistic education is to educate the whole student – intellectual, emotional, physical, social, aesthetic and spiritual. The inclusion of “spiritual” is very important and may beg the question: What does spirituality have to do with education? First of all, I think it is important to point out that the term “spirituality” should not be confused with “religion.” Anchored in the central theme of connectedness, inclusiveness and balance, the spiritual component helps us develop a greater meaning to life and the search for identity. Hence holistic education emphasizes the idea of the interconnectedness of all that is involved in the teaching / learning process – and includes teachers, learners, schools, subjects, the whole environment – local, global, universal. I am starting to recognize how holistic education is connected to mindfulness! Since this issue is about mindfulness, how would you explain the connection, Dr. Charles? Can teachers teach mindfulness through holistic education and how can they do this? Merlin: There is indeed, a very strong connection between holistic education and mindfulness. Based on my research findings along with day-to-day observa

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tions / experiences, I think that this connection is best explained through the notion of what we refer to as teaching presence. Often described as the ‘root’ of holistic education, teaching presence is a fundamental tool for helping teachers maintain flow and connectedness and goes a long way in fostering transformative teaching and learning in the classroom and beyond. There are many ways in which teachers can cultivate their teaching presence and, thus, model mindfulness to their students (whether consciously or unconsciously). This can be done by creating an atmosphere of mutual respect, cooperation and attitudes of overall well-being in their classrooms. Teachers can contribute to relationship-building and interconnectedness in their classrooms by being present in the here and now (both physically and emotionally), being authentic, friendly and approachable, by being aware, attentive and accepting of each other’s human-ness; by fostering positive communication through respectful discipline and mutual trust, and by having positive energy. What does mindfulness and mental health awareness mean to you and why is it important to you? Kimberly: Student wellness is extremely important and directly relates to academic success. Students who feel supported, understood, cared for, and grounded are able to focus better in school and build their knowledge. Mindfulness is a great habit to teach and foster in the classroom. It creates an atmosphere of acceptance and positive energy. Juliana: To me, mindfulness means slowing down, feeling calm, and being in the moment. Anxiety, worry, regret, anger, fear… all of these can melt away when we focus on the present moment. I love the phrase, “There is no such thing as the past and the future. There is only right now.” Mental Health Awareness is a very big topic. I think that practicing mindfulness can be a great way to work towards better mental health. When did you start practicing mindfulness in your classroom? Kimberly: I have always believed in student wellness but did not start formally teaching mindfulness until six years ago when I was teaching grade six.

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Juliana: This is the first year that I have introduced it. I wish I had known to start it sooner! Why did you start doing mindfulness in your classroom? Kimberly: I was approached by a teacher/psychologist who was doing a pilot project for a new program called “MindUp.” It is the mindfulness curriculum that is currently being used in the TDSB. Juliana: I started doing mindfulness in my classroom for a number of reasons. I think the biggest reason is that practicing mindfulness has made such a positive difference in my own life. I also found that a lot of my students were having difficulty with self-regulation and focus. After doing much reading on the topic, I realized how much mindfulness can be helpful in these areas. Being aware of your own and other people’s emotions is a big part of mindfulness. Juliana, you have mentioned that your students were having difficulty with self-regulation. I know that you are working with your students to help them to become more aware of their own emotions as well as to regulate them. Can you tell me some more about this? Do you feel like it helps them to be more mindful in class? Juliana: The MindUp Curriclum and Go Noodle are two excellent starting points. Zones of Regulation by Leah M. Kuypers is also an excellent resource. My students’ awareness of their moods has increased immensely and now they each have a toolbox of strategies for managing their emotions. My favourite strategy from the book is the Inner Coach. It teaches students about positive self-talk which I think is one of the most important pillars of mental health. This book also provides a whole new way of looking at students’ behaviour that is really positive and eye-opening. I cannot recommend Zones of Regulation enough. What does mindfulness look like in your classroom? (What kinds of activities do you do? What kinds of strategies or routines do you use?) Can you describe a few of them to me? For example…do you use bells, singing bowls, rain sticks, breathing squares, reflective journals, do you use the MindUp Program? Kimberly: We use a singing bowl to signal the begin-

ning of our mindfulness practice. We usually go through some activities in MindUp, but also add in some other activities. We have done sensory exploration such as eating a food and savouring the taste, smell, and texture for a while to stay in the moment. It helps us to slow down and appreciate every moment. We also take some time each week to set a personal intention for the week. Another activity we do is mindful colouring while listening to some relaxing music. It helps us to wind down after an active or stressful day.

ates a wonderful atmosphere in the classroom and students feel safe to share their ideas. This helps in all subject areas as well. They work better in groups, have fewer conflicts and are better able to self-regulate because they have strategies to do these things. Juliana: I have found that the afternoons are much calmer now. Just the simple act of having the soothing music really helps me to be mindful and peaceful in the moment. I start playing the music a little before the students get there, and it puts me in a really good headspace. Deep breathing has also been an excellent strategy for both myself and my students. We use it in times when we are feeling stressed or overwhelmed. It helps us all calm down and be more ready to face whatever task comes next. Kim, I know that you have taught multiple grades, and I have seen you teach mindfulness to students from kindergarten to grade six. Do you notice that these changes differ depending on the grade you are teaching? Do you think that there is a grade that benefits from mindfulness more than another?

Kim Garcia rings her singing bowl to signal the beginning of mindfulness practices with her class.

Juliana: I have used a number of lessons from the MindUp curriculum, which were a wonderful way to introduce students to the topic and to help them understand their own mind-body connection. We do a lot of deep breathing in class. Go Noodle is a fantastic website that also has a number of great guided meditation and breathing exercises that we follow. I have mindfulness time built into each day right after lunch. I play soothing music as the students enter the room and allow time for a quiet, mindful activity such as colouring or drawing. Next year I hope to do more meditation during this mindfulness time. What kinds of changes have you seen in your students since using these strategies/activities/routines? How has mindfulness affected your students and you? Kimberly: It takes time to get your students into the routine and for it to feel comfortable for them. Once they do, however, I find they ask for it because they like the way they feel afterwards. Mindfulness cre-

Kimberly: I think all grades can benefit from mindfulness and there are activities you can do at any age level that will benefit students. I think the changes are different for every grade because they have different challenges and experiences. Student wellness should be a main focus in every classroom. Now that we have an idea of what mindfulness can look like in a classroom, what are some simple holistic strategies, routines or activities that new teachers and even supply teachers can integrate into their classrooms to promote mindfulness when they do not have a lot of time with their class? Merlin: What I learned from my research and through my on-going practice, is that teachers need to foster mind / body connections, and help their students develop a sense of belonging through communication and positive interdependence. Teachers can encourage soulful learning by demonstrating love for themselves and their students and by simply being kind. They also need to show their enthusiasm for teaching. In terms of strategies and routines, teachers can help motivate their students by finding creative ways of engaging both the mind and body in the classroom.

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Although some teachers may not directly opt to engage in practices typically considered holistic such as yoga and meditation, teachers need to pay attention to students’ emotions as well as their biological rhythms. This can be done not only by transmitting knowledge and skills, but also through more transformative activities such as debates, discussions, guided conversations, games, drama, etc. This can also be achieved through various contemplative practices (notably meditation, body work) or simply through deep breathing, and paying attention to their surroundings. Teachers could also incorporate a variety of activities involving movement, dance and other experiential-communicative activities. A growth-mindset is when students believe that hard work is what leads to success rather than innate talent and intelligence. A student with a growth-mindset usually understands that making mistakes will help with the learning process. Children with growthmindsets are often more likely to be emotionally resilient. Juliana, I have noticed that your students have developed growth-mindsets. What kinds of things do you say or do in your classroom to promote a growth-mindset? Juliana: At the beginning of the year, I had students make “superhero” versions of themselves. We brainstormed phrases that superheroes with growth mindsets might say, such as “Mistakes mean my brain is growing” and “It may take a long time, but I can do it.” We have these posted around the room. I like to point to and read them to students in moments when a growth mindset would be helpful. If students say, “This is too hard!” I point and say, “That’s great! That means your brain is growing!”

Inspired by Juliana Brown’s idea, Michelle Brooks recreated the growth mindset superhero activity with her practicum class.

When I make a mistake in class, I make a point of say ing, “Oh good, my brain is growing. I will remember that better next time.”

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Another way we explored the topic of growth mindset was through picture books. Pinterest provided lots of lists of books on the topic. As we read each one, we talked about how a growth mindset helped a character, or could have helped. It resulted in many valuable discussions and insights. Sometimes teachers will feel that they don’t have enough time for mindfulness and therefore will only do mindfulness once in a while. Why is it important to be consistent when practicing mindfulness and why is it important to place importance on mental health in your classroom? Kimberly: It only takes a few minutes a day and once students know the routine, it really gets easier. It is a practice and to reap the most benefits, you must be consistent and open to try the activities. Juliana: I can’t think of anything more important than mental health and well-being. I think students need to be in a calm, peaceful mindset in order to learn. If we skip over important strategies and activities that teach self-regulation and mental health, then students lose out in the long run. As for consistency, it’s tough! Building a mindfulness time into my daily schedule has helped to remind me to take time to do these activities. I would still like to do more. As with anything, it is a journey. My best advice is to try out mindfulness activities when you can, and build from there in ways that work for you and your students. Building a mindfulness time into your schedule is even better. Critics say that holistic education and mindfulness practices take up too much time in classrooms, but practicing mindfulness can actually increase student productivity. What kinds of changes can teachers expect to see in their students and themselves once they begin integrating holistic education into their classrooms? Merlin: Contrary to taking up “too much time”, I would argue the opposite – that holistic teaching is not time bound; it promotes what Jack Miller refers to as timeless learning. It is a way of being together that transcends time and space. As I mentioned earlier, teaching presence - the root of holistic education - inevitably involves mindfulness practice, and is mostly concerned with our state of “being” (being there for our students, being in the here and now, being kind, being authentic, etc.) Once we persevere in our resolve to cultivate our own presence as teach-

ers, this becomes part and parcel of who we are, thus giving credence to what many scholars have pointed out: “We teach who we are”. When we teach holistically, we consciously (and unconsciously) infuse our lessons with practices that are generated from the thinking heart. We begin to notice that our students are much more engaged in their learning; that there is mutual love and respect among teachers and students; there develops what Rachel Kessler refers to as “respectful discipline”. And, most importantly, there is happiness and joy in the teaching / learning environment. Kim, every time I come to your classroom, I find new mindfulness resources that I love! Now that we know how essential mindfulness is, what kinds of resources would you recommend to new teachers who want to introduce mindfulness and mental health awareness into their classrooms? Kimberly: The MindUp curriculum documents are a great place to start because MindUp is a complete program that anyone can follow. Once you feel comfortable with the activities, there are a lot of resources online that can help to enrich your program. You should definitely get a singing bowl or other type of signal so you have something to start and end your practice. You can find them online, at a Buddhist store, or a yoga store or a natural health store. Are you familiar with the MindUp program Dr. Charles? What do you think of it? Does it connect with holistic education? In other words, are teachers who practice mindfulness in their own classrooms teaching holistically as well? Merlin: Mindfulness practice goes together with holistic teaching. Although I have not had the opportunity to systematically practice / implement the program in my own classroom, it does appear that MindUp can be explored as a way of effectively infusing holistic practices in educational settings.

What do you wish you had known about mindfulness in classrooms when you first started your career as a teacher? What would you tell new teachers who are hesitant about integrating mindfulness into their daily routines? Kimberly: I wish there had been more resources and more emphasis on student wellness. It is such an integral part of their education and success. For those who are new to mindfulness, just jump right in and learn along with the kids. You’ll feel better too! Juliana: I wish I had known that there are so many great guided meditations out there, and how powerful they can be. For new teachers who are hesitant -- I would say, just try it! Read about it on the internet more and maybe purchase the MindUp curriculum. There is a lot of research behind why this works and why it is important. There are so many great ideas out there about how to integrate mindfulness into the school day. Is there something you wish you could do in your own classroom to promote mindfulness but have not tried yet? Why haven’t you tried it? Is there something you have tried, but realized it did not work? Is there something you have seen other teachers do that inspires you? Kimberly: I have tried many things, some that work better than others. I have also learned a lot from other teachers. We share activities and techniques and build a repertoire of mindfulness teaching. It is easy to get sidetracked by the business of teaching curriculum, but it is good to step back and take some time to appreciate all that mindfulness has to offer. Juliana: I really would like to get a singing bowl and have students take turns ringing it and listening to the sound until it stops to be aware of their senses that way. Other teachers have had great success with this. Yoga for kids is another activity I would like to start doing with my students. It is very important for teachers to take care of their own mental health. What do you do when you feel stressed? What advice do you have for new teachers on how to protect their own mental health?

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Kimberly: Teacher mental wellness is extremely important. When I am stressed I ask my colleagues for help and support and I take time for myself to do things I enjoy. Sometimes, it is as easy as taking a walk outside at lunchtime to get some fresh air. If it is a particularly hard day at work, we just stop what we’re doing and go right into a mindfulness activity and I do it with the kids. There will always be more curricula to teach, and there will always be more work that you feel you need to do, but focusing on your own wellness will make you a better teacher and will enable you to better support your students. Juliana: I have an app called WildFlowers that has guided meditations that I listen to. They are wonderful. I find going for a walk is a great way to be in the moment and clear one’s thoughts. I also listen to my own inner coach and try to turn those negative thoughts into positive or constructive ones. Playing floor hockey is also a great stress-buster for me because it’s fun, social and active.

My advice to new teachers is to definitely have that work-life balance. Take a break! Go out with friends! Have fun. I was told this when I was in teacher’s college but I didn’t listen. My first year of teaching, I spent almost all my time working. I thought if I put in enough hours, I would be an excellent teacher, and that would bring me happiness enough. Nope! By the end of that first year, I was miserable. After that, I joined a floor hockey league on Fridays and I went out more with friends and I haven’t looked back! It’s so important to spend time on your lessons, your assessment, your students. They matter so much. But so do you! And you will be a much, MUCH better teacher if you are happy and healthy. Merlin: I try as much as possible to be in the present moment – the here and now. I also try to remain conscious of my breathing. I enjoy jogging or simply going for walks in nature whenever possible. I like to infuse as much joy and laughter in the classroom and this helps to create a positive learning environment for my students. Do you have extra wisdom that you would like to share with future educators? Merlin: Martin Luther King Jr. envisioned “the beloved community” built upon love, respect for individual and community consciousness, passion for justice and acceptance of cultural diversity. These qualities are congruent with the fundamental principles of holistic education, which seeks to take education from its traditionally fragmented state to one where there is wholeness. Through consciously cultivating their teaching presence, teachers can effectively create this “beloved community” in their classrooms and beyond. ■

Juliana Brown sits in one of the calm-down centres in her classroom. Available in the centre are books, puzzels, paper and pencils for her students for reflecting on how they feel.

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Picture Books to Promote Mindfulness and Growth Mindsets Children with grwoth mindsets are more likely to be emoionally resilient. Below are some books that promote both mindfulness and a growth mindset. In My Heart: A Book of Feelings Book by Jo Witek

AUTHOR’S MESSAGE: “Sometimes our hearts will feel different things and that is okay.” ~ Grade 4 Student The OK Book

Book by Amy Krouse Rosenthal

AUTHOR’S MESSAGE: “It is okay to not be good at everything. You should try lots of things, even if you’re not good at them.” ~Grade 3 Student

The Most Magnificent Thing

Book by Ashley Spires

The Dot

Book by Peter H. Reynolds

What do you do with an Idea? Book by Kobi Yamada

AUTHOR’S MESSAGE: “Big ideas can come from small ones.” ~ Grade 4 Student

What do you do with a Problem?

AUTHOR’S MESSAGE: “If you have the power of imagination, nothing can stop you.”~Grade 3 Student

Scaredy Squirrel

Book by Mélanie Watt

AUTHOR’S MESSAGE: “Sometimes when we take risks and try new things, we learn that we are good at things we didn’t even know we could do before.” ~Grade 4 Student

Giraffes Can’t Dance

Book by Giles Andreae

AUTHOR’S MESSAGE: “If you are not good at something now, it could be because you haven’t found the right thing to be good at yet.” ~Grade 3 Student

Book by Kobi Yamada

AUTHOR’S MESSAGE: “You can’t hide from your problems; you have to face them!”~Grade 3 Student Your Fantastic Elastic Brain Book by Dr. JoAnn Deak

AUTHOR’S MESSAGE: “You can grow and stretch your brain by trying new things and challenging yourself.” ~Grade 4 Student

These book resources are compiled by Michelle Brooks. The author’s messages are quotations from grade 3 and grade 4 students. Michelle asked grade 3 and grade 4 students what they thought the author’s message was after she read the above books. She recorded their answers and they are included here. HEY, TEACH! SPRING 2017

Building Resilience to Increase Children’s Wellbeing Jessica Concepcion Year 5 CTEP B.A. (Hons)

In my fourth-year placement, I worked

with a student whom I will call Catherine. She was a grade-five student in a grade-fourfive split class. On the first day of working with her, I immediately noticed that she had a tendency to read and write certain letters and words backwards which caused significant comprehension problems. She also had great difficulty in problem solving in math; however, what struck me the most was the way she felt about herself. After less than 10 minutes of working with her, she turned to me and said that she could not do any more of the math problems. Catherine claimed that she was the “stupidest person in the world”, that she did not know anything and, therefore, could not do anything. I was taken aback, to say the least , and I felt very sad. This 10-year -old child already had such horrible feelings about herself that I could not fathom what kinds of negative experiences she had had in her academic and

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personal life to have instilled in her these beliefs about herself. What pained me even more was the fact that I could actually identify with Catherine. As a university student, I had also sometimes had the same beliefs about myself as Catherine had. In fact, I suspect that everyone at some point can relate to Catherine and the way she felt about herself at that moment. We are often our own worst critics. I became absolutely determined to help Catherine in any way I could to be a little kinder to herself. I didn’t realize it then, but I realize now, that I set out to build her resilience. Clearly, Catherine was not very resilient because she was not easily able to recover from moments of failure or to meet new challenges. Instead, she felt that all there was to do in those moments was to give up and blame herself. Evidently, she did have struggles and had been identified as a student with exceptionalities; however, that did not discourage me. I continued to believe that she was not a lost

cause and that all she needed was some support. The first thing I did was to create opportunities for her to realize she was quite competent. I did this by breaking down math problems into manageable chunks. This made it easier for her to understand and, therefore, more able to solve the problems on her own without my constant help. The fact that she was able to see that she could do it on her own also made her extremely happy and proud of herself. In addition, I set up mini-goals for her. For instance, one goal might be for her to finish two problems in fifteen minutes or be able to remember half of the math vocabulary words. These mini goals really helped Catherine because, initially, she always seemed to be overwhelmed with all the math problems the teacher expected the whole class to do before recess started. She was overwhelmed to the point that it made her not want to do any work at all. Therefore, the mini goals allowed her to focus on something more manageable and she began to feel competent and more confident once she was able to accomplish those goals. Moreover, I continued to build her confidence and her sense of competence by acknowledging her talent in drawing. I noticed that she liked to draw during free time and I genuinely found her drawings to be wonderful. I made sure to let her know that she did have strengths and that she was valued for them. Lastly, I found that it was crucial to praise Catherine’s efforts rather than her intelligence after all these new successful moments. I believe in the importance of having a growth mindset, and I agree that when only intelligence is praised, students are more likely to give up once they encounter difficulty. The reason for this is that they are more inclined to just believe that they are no longer smart for not easily understanding something, and so they are not motivated to try difficult and new challenges. As a result, I always made sure to emphasize how hard Catherine tried and persevered, and how her efforts helped her to be successful.

There were some noticeable changes after implementing these strategies. I noticed that after the second week, I no longer heard Catherine speak badly of herself to me again. In addition, in the fourth week, there was a math problem that she was having a hard time solving and we spent a good amount of time working on it. Instead of giving up and asking me to do it for her as she had tended to do in the first few weeks, this time she said, “It’s ok. I’ll figure it out soon. I just have to keep thinking.” This was one of the proudest moments I have ever had. I was so ecstatic because I felt that she genuinely understood that she had always had it in her to succeed and that she was not at all stupid as she had once thought she was. She also continued to demonstrate this growth mindset in the following weeks that I worked with her. Needless to say, this was an amazing and unforgettable experience for me. I don’t think I will ever forget Catherine because she truly taught me the importance of being kind to oneself. She also taught me that all students are capable of succeeding if they are given the chance and the support. In addition, Catherine taught me that resilience is crucial to one’s emotional wellbeing, and that teachers need to put in the effort to help build it within their students. ■

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Frontier College: Educating the Whole Family Julia Malone Year 5 CTEP B.A. (Hons)

“We must educate the whole family wherever their

work is, wherever they earn their living, teaching them how to earn, and at the same time how to grow physically, intellectually and spiritually… This is the real education.” (Alfred Fitzpatrick 1920) Teacher and Reverend Alfred Fitzpatrick founded Frontier College in 1899 with the aim of improving literacy levels in Canada through providing education programs to those seeking learning opportunities wherever they live and work. Today, Frontier College continues to follow Fitzpatrick’s goal by running programs across Canada. Through the Frontier College Literacy Club at University of Toronto, St. George campus, volunteers implement programs in schools and community centers - wherever the student is. Frontier College takes a student-centered approach to learning and education. Developing relationships between learners and tutors is key to achieving accessible learning experiences for all students. Tutors create and present learning opportunities that are relevant to the learner’s interests and experiences as a means to strengthen their education. Take Alexandra Park Community Center, for example, one of the program sites that

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University of Toronto student volunteers support each week. Volunteers can choose to work in the Kindergarten program where they facilitate activities to develop the early literacy skills of young children. They may decide to support the Adult ESL program where many of these children’s parents - often Newcomer families to Canada- work to acquire the necessary English language skills to live and work within our society. Alternatively, volunteers can choose to tutor children and youth during the AfterSchool Homework Club, by supporting student success in a number of subject areas as well as by providing further enriching activities. Alexandra Park is just one of the program sites in the surrounding area near St. George campus continuing Fitzpatrick’s goal to educate the whole family where they live and work. Fitzpatrick hit upon one of the key aspects of education in our present day Canadian societyeducating the whole child. We are not simply educating today’s children and youth for the careers of tomorrow. We are teaching them “how to grow physically, intellectually and spiritually.” Frontier College’s programs aim to build safe learning environments where relationships of trust and mentorship can grow between tutors and learners. Tutors are there to support students as they explore and develop into collaborative leaders in their own communities. Through implementing our programming within the learners’ communities, we ensure that their identities and experiences are influential aspects in their growth. The support of community leaders and families guide learners as they discover the value of their knowledge and skills. Through challenging and supporting learners in healthy, safe, and engaging knowledge-building environments, Frontier College continues to do what Fitzpatrick started in 1899 - to educate the whole family… the whole child. ■

HOW DOES MINDFULNESS INFLUENCE LEARNING? Natalie Sanchez Year 4 CTEP English Major, Sociology and Education & Society Minors

The concept of mindfulness has been gaining

momentum in recent years in the education community. Simply and “broadly defined,” mindfulness and “mindful attention [center] on conscious awareness of the present moment” (The Hawn Foundation, 2011, p. 8). With this definition in mind, how can practicing mindfulness help students in their learning? Fundamentally, engaging in mindfulness practices allows students to become more aware of their emotions and thoughts as they are being experienced; in other words, mindfulness encourages living “in the moment” of an event (The Hawn Foundation, 2011, p. 8). This inherently involves acknowledging and paying attention to one’s role in a situation (for example, whether one is escalating or diffusing it), as well as the negative and positive emotions, actions, and/or reactions that may be contributing. Over time, working on recognizing emotions and mental states will lead to a deeper understanding of one’s emotional stressors, individual solutions, and overall sense of self (The Hawn Foundation, 2011). According to the Hawn Foundation (2011), this, in turn, allows students to become more comfortable with critically evaluating and engaging with their emotions. Let’s consider the scenario of a student writing a math test. He/she comes across a question that is very difficult to solve. As a result, he/she starts to feel anxious and frustrated, and risks falling into a headspace that is clouded by negative emotion. At this point, the student has some choice with regard to how he/she can react. Unfortunately, it is easy to become discouraged in this emotional state, and for the student to think that he/she can’t solve the problem; however, the student can also choose to engage in mindfulness. At this moment, he/she can pause, take a deep breath, work to identify the current feeling(s), then ask what is causing him/ her to feel this way (in this case, a difficult math

question). Mindfulness works to momentarily remove the student from the problem and pause for reflection (The Hawn Foundation, 2011). By practicing mindfulness, the student is more able to alleviate his/her stress, change the I can’t to I can or I will try again, and find a solution. Mindfulness, then, also aids students in developing a growth mindset, which will help with their learning in the future (The Hawn Foundation, 2011). Indeed, when students are comfortable with identifying their thoughts and emotions in a situation, they are able to critically engage with and reflect on those feelings, which helps them choose the best solution, rather than act impulsively (The Hawn Foundation, 2011). The Hawn Foundation (2011) points out quite a few benefits of mindfulness. Practising mindfulness thus also helps students learn valuable self-regulation skills, enabling them to make good choices and strengthen their sense of empathy. Students are prepared to find solutions that are effective and inclusive of everyone’s concerns and needs. Making good choices and resolving problems also helps forge and strengthen friendships with peers, as well as increase empathy and understanding of each other. These positive connections between students then facilitate the creation and maintenance of a strong classroom community, leading to happier and healthier students who are motivated and ready to learn. In conclusion, mindfulness helps promote emotional and mental health, and cultivates a positive attitude toward learning (The Hawn Foundation, 2011). Students can learn and engage in such practices as deep breathing and reflect on their emotions, as demonstrated by the above scenario. By practising mindfulness, students are able to identify their emotions and critically think about their current situation. Developing and utilizing their self-regulation and problem solving skills allows them to find effective solutions. Practicing mindfulness thus leads students to become happier and emotionally healthier, positively influencing their learning. ■ References The Hawn Foundation. (2011). The MindUP Curriculum Grades Pre-K—2: Brain-focused strategies for learning – and living. New York, NY: Scholastic Inc.

HEY, TEACH! SPRING 2017

Aeneas’ Promise He promised to whisk you away to a burning cavern beside the stars; a promise to feel streams soften your soles and hear hail pounding away in your heart; a promise to sleep on the pinnacle of Dreams, and pluck at its strings until you can sing; his promise to lead you beneath the Earth and lay his life upon its hearth; his vow to always find that light glowing like bells in your eyes to never forget your starlight tears and the comet smile on harshest nights. You whom he loved, and loved dearly please understand this whisper of truth, that everything he has done for you, he never would have done for two. So guide him now, in his suppliant vows, and lead him through the gardens, paint him the bitter hints of dew, loosen those ties you’ve fostered— so that, rippling like the golden leaves, he will rise as someone greater than the one you’ve chanced to meet: you owe it to his promised children.

HEY, TEACH! SPRING 2017

Vivian Li Year 1

Working Towards Wellness: Mental Health in Education How do we move from our minds full to being

mindful? How can schools nurture an environment that prioritizes mental health as strongly as it does physical health? As future educators, we are often working towards the future and learning from the past – from creating learning goals for our students, to lessons we want to prepare, to different errands we need to run to help make our classrooms even better. Even as we study now, our days and minds can often be filled with everything we are working towards in relation to what has happened in the past. Bringing our thoughts together to the present – and only the present – can be a difficult task. That is the first step in being mindful. There are many ways that a school community can actively work towards mental health in a preventative, rather than a reactive way. I will explore three ways to facilitate a conversation surrounding mental health in schools, while also supporting that discussion with resources and support systems. I believe that we need to support professional development and training for educators within the school system, better equipping them to support both student mental health, and also their own. Alongside this training to prepare for having conversations surrounding mental health, we need to work towards increasing student access to these resources and support initiatives available to them. It is crucial that students have quick access to psychological services in order to better support their mental health. A strong role educators can actively play within classrooms is by working to develop an atmosphere

Samantha King Year 3 CTEP Sociology Major, English and Education & Society Minors

where peers can help to support peers. We need to actively challenge isolation and teach students how to identify mental illness among their friends, and also how to have those tough conversations surrounding mental illness. A school environment that generates a sense of community will encourage students to look out for one another and also to know that they are not alone. There are many ways educators work to create and contribute to this environment, but an important step would be to get to know their students and encourage their students to develop meaningful relationships with one another in safe spaces. A third way to help support mental health in schools is through empowering students by providing them with self-care knowledge and practices. We need to create classroom environments that are conducive to self-care, practicing what we preach by avoiding unreasonable deadlines or unnecessarily stressful teaching methods. Educators should encourage students to take time for themselves and also help them engage in ways that will help them learn more about themselves and how they best cope. Developing a self-care plan in classrooms will help students prioritize the maintenance of good mental health and encourage them in the development of healthy coping strategies during times of stress. Ultimately, educators are in a pivotal position to contribute to healthy or unhealthy practices in classrooms and schools. While larger policy structure can benefit from change, educators can work to be helpful in more personal interactions. One is best in tandem with the other, and while prioritizing mental health and challenging stigmas surrounding mental illness is an enormous goal to work towards, educators can play an important and life-changing part. Moving from minds that are full to choices that are mindful can help us work towards wellness: for our students, and also for ourselves. ■ HEY, TEACH! SPRING 2017

Mehak Jamil Year 4 English Major, Psychology and Education & Society Minors

I didn’t like this. I didn’t like this at all.

“It’s not fair!” She shouted at the empty courtyard, her voice echoing against the buildings, as birds took flight from their post on telephone wires. I watched as she grabbed her shoulder in a huff, dragging her knapsack to the pavement. “I hate that class!” She shouted, as she began zipping and unzipping pockets and pouches. “Ugh, where is it?!” I sat down on the ledge of the fountain, knowing that interrupting her now would only create more problems than it would solve. I crossed one leg over the other, waiting to see what she was looking for. Suggestions of where to look, or offers of help, would not be taken now. She needed to do this, and she needed to do this herself, in her own way. I knew this much. Right now, she needed to be angry. Finally, she pulled a packet out of the large zipper, about ten pages thick. The front page boasted her name, written in 12 point Times New Roman font. It looked standard, no different from any other paper, but she began tearing it to shreds. “I hate that class!” she shouted. “I hate that class, I hate that class, I hate that class!”

She threw the shreds into the water, watching them wilt and crumble. With the words on the pages, the fire in her eyes too died. Slowly, she turned around and sat next to me on the ledge. She put her head in her hands, before looking up. “I loved that class,” she whispered. “Then, why did you do that?” I asked. I knew why, but I wanted to know if she did. “Because,” she said, “because, it wasn’t supposed to happen this way.” “And, what way is that?” “Badly,” she said. “I was supposed to have done well.” “And, who says you haven’t done well?” I asked. “A bad grade on an assignment?” She was silent, her eyes fixed on the ground ahead of her. I could tell she had a lump in her throat, too big to swallow. “A bad grade doesn’t define you,” I said, placing a hand on her shoulder. Gentle, this time. She didn’t respond. Seconds passed by, then minutes. The birds chirped overhead, having returned to their perch. I began to wonder whether the conversation was over.

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“Don’t tell me to move on,” she said finally, her voice hoarse. “Wha…?” “Don’t tell me I get to move on, and don’t tell me that I am smart or creative, or how you know I can do better,” she said. “Okay.” For a while, she didn’t continue. “Okay,” I said again, thinking the conversation was over for certain this time. “People think they’re doing you a favour by complimenting you, or by pointing out your strengths,” she said. “They’re not, you know. I want to feel bad about this, and I have the right to do that. Saying that I get to forget about it, or move on, implies that I can’t think about it, that you don’t accept how I really feel.” “When have I ever done something to make you feel like that?” I asked. I could hear the indignation in my own voice. Again, for a while, she didn’t speak. This time, I knew to wait. I kept my eyes on her, suddenly aware that there was more to this than she was telling me. This time, she really didn’t continue. “Well…” I started. “Don’t say you’re sorry,” She cut in, before I had the chance to articulate another thought. “I’m so sick of people saying they’re sorry. Sorry doesn’t help, does it?” I didn’t know what to say. “Can you believe,” she sighed, “that not a single person has simply said, ‘I know how you feel’?” Again, I stayed quiet. I knew she wasn’t talking ‘with’ me anymore. She was angry, and she just needed me to listen. That’s one thing I’ve learned about relationships over the years: you need to learn when to shut up. You need to know when something isn’t about you. “Why,” she huffed, “why couldn’t we have just worked something out about that stupid assignment together? Together! Is that so much to ask?” “You felt undervalued,” I said. “You put in all this effort, and you felt like it didn’t pay off.” She was quiet. I had gotten it right. “You’re not mad about the grade itself, are you?” I said. “No,” she let a small tear roll down her cheek. “I

loved that class.” “I know,” I said gently. “I know you did. But, do you know what helps me if I ever find myself in these kinds of situations?” She shook her head, wiping at her nose with the cuff of her sleeve. “Taking care of myself,” I said, “and of others, happens through the power of mindfulness practice, caring relationships, and a sense of community.” Her head shot up. “Where did you hear about that?” “Like you,” I chuckled, “I would sometimes become disappointed with circumstances, with people, because I had thought that I had spent so much time and energy on something, whether it be a project or a relationship, only for it not to pay off as I had hoped or anticipated. So, I started prioritizing myself in a new way - in a way where all my needs are being met. That way, even if things don’t turn out the way you had expected them to, you will not be as resentful; or, you will be able to take the situation in stride. Because, that way, you know that you didn’t give more than you could. “Take a walk, do some yoga, go to that party. Your grades might be a bit lower; they won’t be perfect, but you will feel more fulfilled. We put too much of an emphasis on numerical grades, anyhow. It’s the quality of your learning that matters, don’t you think?” She sat there for a while, pondering. “Once you start taking care of yourself,” I said, “I promise the relationships and sense of community will follow.” “Thank you,” she smiled a small smile, “for helping a stranger.” “I’m not a stranger,” I said. “I’m you.” Suddenly, the apparition of the wise woman disappeared and I was left alone in the courtyard. I reached a hand to my shoulder, gently this time, caressing. “Thank you,” I inhaled, hands floating down to my sides, palms outward, chin jutting into the air. Mountain pose. My eyes fluttered open, and for the first time, I noticed the birds on their perch, watching all that had to unfold from the telephone wires above. “I loved that class,” I whisper to no one… to myself. To the birds. To all that is listening. ■ HEY, TEACH! SPRING 2017

is for “Anxious”

A little girl ran down the asphalt steps of the school, her eyes big and her mouth wide open with the sound trapped inside, her ponytail flying behind her. Little beads of perspiration formed on her forehead as she tried her best not to shove past the crowd of students in the courtyard. They were all speaking at the same time, using big and fancy words she didn’t understand. They were making her head spin, their voices all jumbling together, disintegrating into phonemes and white noise, which all hurled themselves at her with a throttling ferocity. They were learning about clouds in science class, and today it looked like it was going to rain—looked like it was going to rain really hard. Tugging at the

Mehak Jamil Year 4 English Major, Psychology and Education & Society Minors

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collar of her shirt, the little girl gulped and shut her eyes tight as she heard the loud CLAP! of thunder in the distance, looking around frantically for—for— for cover; not knowing—-not knowing—-not knowing where—-where to go… or what to do. She started running. Running—yes, running! Back to the entrance. Because the rain was picking up in sudden bursts and coming in flashes of black and white and in heat waves with the dizzying feeling that even though she was going as fast as she could she was still getting nowhere. Her palms began to h k s a e and her teeth began to h t e c a t r The wind picked up, her pace slowed to a trudge, as if she were walking in q u i c k s a n d. She hadn’t expected it to come that fast. Clothes now damp and soggy from the rain, clung to her desperately. What did it matter if she got inside or not, she thought to herself? She was soaked and tired, anyway. Might. as well… stay here. I guess… Tick tock tick tock tick tock No point in trying anymore… Tick tock tick tock tick tock…

But But, wait— Would Miss yell at her for getting caught in the rain? Would she call her parents, or make her stay in for recess or write lines until she got it right? Would she be disappointed that she—that she didn’t—get inside in time? Breathe. Breathe. Br— Her eyes shot open, she looked around. She was in her classroom, warm and dry. “Are you alright?” Miss asked. *** Students won’t always tell us what’s wrong. If you notice something, make the first move. ■

HEY, TEACH! SPRING 2017

Memorable Words

from this

HEY, TEACH! SPRING 2017

in the Articles Issue

HEY, TEACH! SPRING 2017

Stress is to 5AM alarms like peace is to sleeping in. Cassie Fast Each moment is an opportunity to take a risk and to do something new and unexpected! Michelle Brooks Happiness is sitting at the kitchen table, talking to my mom. Abeera Ali My safe place is my mind. It’s the place I feel most at home and in control. It’s the first place I visit when I need to regroup my thoughts and get to a happier state of being. Rija Saleem My safe place is home. Jessica Shi

If I could be any classroom supply, I would be one of the children’s favourite books. Lisa Shimano The color of peace is clarity. Vivian Li Happiness is like the buoyant air that lifts and embraces you in warmth and contentment. Joselyn Wong Each moment shapes the next. Elizabeth Parker Each moment is a choice. Natalie Sanchez Happiness is a good friend, a long conversation, and nowhere else to be but where you are now. Brittany Yuen

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Stress is to midterms like peace is to reading week. Magdalene Stavrou Happiness is soaking up the sun on a warm summer’s day. Marissa Mark Each moment is fleeting, so live in it, enjoy every minute of it, and cherish it. Jessica Concepcion Peace feels like gazing into a roaring fireplace on a cold winter’s night. Maddie DeWelles The colour of peace is lavender: light and wispy, like a summer breeze on the lake. Mehak Jamil

If I could be any classroom stationery, I would be a paper clip because teachers are always keeping it together. Melody Barclay If I could have a superpower, it would be the power to read minds (although I doubt that would bring me much peace!). Taylor Cenac The quote I live by is “An earlymorning walk is a blessing for the whole day.” (Thoreau) Caroline Biel If I could have any superpower I would choose nothing. I wouldn’t want one. Yilin Zhu

THOUGHTS HEY, TEACH! SPRING 2017

The staff of Hey, Teach! magazine extend their deepest gratitude to Victoria College Faculty Advisor Professor Sheila Cook, Victoria College Program Liaison Officers Pavi Chandrasegaram & Christopher de Barros and VUSAC. Thank you for your ongoing help and support.