Schuyler Hedstrom (Macmillan, Spain): A Calmer Classroom through Mindfulness
EIM-AFC III Multingual Teachers' Day
Schuyler Hedstrom (Macmillan, Spain): A Calmer Classroom through Mindfulness
A hugely entertaining and practical session led by native Californian Schuyler (Sky), resident in Madrid, representing Macmillan Spain.
What is mindfulness?
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| Definition of Mindfulness |
Mindfulness takes you to your happy place
most people in the room thought it was true, but in fact mindfulness means paying attention to the present moment and whatever you are feeling, whether positive or negative, without judgement.
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| Mindfulness = focus on the present |
We spend a lot of time thinking about the past (regret, nostalgia) or future (worrying about what’s coming), rather than living in the present.
Another misconception about mindfulness is that it is the same as meditation. Although MF has its roots in Buddhism, you don’t need a special time or place to do it: it can be done at any moment of the day, wherever you are.
Sky also reminded us to manage our expectations, as mindfulness is not a magic solution. Nevertheless, regular mindfulness practice has been shown to have positive effects, such as increase in the amount of grey matter in the brain as well as reduction in stress levels. Mindfulness helps to reduce the response to stress, rather than preventing stress from happening altogether. Sky admiited that as an American, he often feels the pressure to be productive and efficient. Mindfulness has helped him to slow down.
Another misconception about mindfulness is that it is the same as meditation. Although MF has its roots in Buddhism, you don’t need a special time or place to do it: it can be done at any moment of the day, wherever you are.
Sky also reminded us to manage our expectations, as mindfulness is not a magic solution. Nevertheless, regular mindfulness practice has been shown to have positive effects, such as increase in the amount of grey matter in the brain as well as reduction in stress levels. Mindfulness helps to reduce the response to stress, rather than preventing stress from happening altogether. Sky admiited that as an American, he often feels the pressure to be productive and efficient. Mindfulness has helped him to slow down.
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| Mindfulness = avoiding distractions |
Some basic points to bear in mind:
- Single tasks are better than multi-tasking
- Turn off your phone alerts for 10 minutes at least once a day.
- Take time regularly to look at something beautiful and really appreciate it.
- Create a distraction ‘to-do’ list. The danger of modern technology is that we can look up or do most things instantly (e.g. Oooh, how old is Cher?). Remind yourself to do these things later, don’t feel the need to do them immediately.
- Memorise something. The process of memorising a poem / quote / new skill, can help to centre you and focus your attention.
Mindfulness in the Classroom
Sky walked us through a number of mindfulness techniques that may be used in the classroom.
No doubt you'll have noticed that these no-resource activities are becoming increasingly popular in educational contexts, especially with teens/YLs, as a way of focussing attention and reducing anxiety. They require little or no preparation, take up little of your valuable classroom time and may give your learners (and you!) a much-needed pause for thought.
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| Breathing techniques: the starting point for mindfulness |
Put your hands palm-down on your stomach, just below your diaphragm, and ask yourself a series of questions about your perceptions, e.g.
o Can you feel your hands moving?
o Can you feel the air in your nose?
o Is the air cold on the way in and warm on the way out, etc.
2. Colour breathing
From the colour palette (see slide) Sky asked us to choose a colour that represented peace and relaxation. Imagine that the world around you is imbued with that colour.
Now imagine the opposite: the world is bathed in a colour that represents stress. As you breathe out, you visualise the calming colour spreading out of you. The stressful colour gradually dissipates and is replaces with the calming colour.
3. Listen to the bell
Use an actual Tibetan meditation bell, or (as we did) an app that recreates the sound. Close your eyes and really hear the sound.
o Is it louder than one ear than in the other?
o Does it fluctuate?
Open your eyes when the sound has stopped.
4. Gratitude journal or jar
Write down the (small) things you are grateful for. This activity was also recommended by Simon Ward in his plenary on Positive Psychology. This helps to combat the inherently human negativity bias, ie the tendency to focus on the negative.
5. Senses countdown
Individually, think of...
- 5 things you can see
- 4 things you can touch
- 3 things you can hear
- 2 things you can smell
- 1 thing you can taste
6. Active mindfulness
Stand with your arms out in front of you, parallel to the floor. Starting with one arm only, lift it to point upwards, then out to the side at a 45º angle, then down at your side. The aim is that the second arm (left or right) follows the first arm, but one step behind each time. This is actually really hard to do (as I am extremely uncoordinated!). Sky showed us another, similar (and equally difficult) activity. One hand forms the shape of a gun, the other the OK sign. Then switch between them at the same time, then back again. Apparently you can get better at this with practice!
The idea behind these activities is to add a further stage to our reactions. Normally, we operate on a ‘stimulus-response’ basis.
Using mindfulness techniques, the process can expand to:
stimulus – mindfulness – make a choice – response
stimulus – mindfulness – make a choice – response
What to do when you feel stressed:
- Stop, take a breath
- Identify the emotion
- Accept it – you are in control
- Realise that emotions come and go
- Once you are calm, choose how you are going to respond
Once again, Sky provided some examples of techniques to put into practice:
Imagine your mind is like a car. A ‘friend’ is sitting in the passenger seat next to you, another ‘friend’ is in the back seat. They’re both giving you negative messages ‘You’re going to fail’; ‘Why don’t you go to the gym?’
BUT: remember YOU are driving and you can decide whether to pay attention or not.
(This has a great deal in common with visualisation techniques, proven to have a positive influence on learner disposition in the L2 classroom, even if I do say so myself!)
2. Positive affirmations
Another idea in common with positive psychology. An example would be dealing with exam stress. Because of the negativity bias, we can assume the worst is going to happen, and this can become a self-fulfilling prophecy. Surround yourself with reminders that you can do what you’ve set out to do.
Mindfulness for Teachers
1. Mindfulness on the go
Incorporate mindfulness techniques into your daily life. Simply pay attention while you’re going about your daily activities, even if it’s just doing the washing-up.
2. Enjoy your shower
Take time in the shower to thank your body for working as well as it does! Don’t take it for granted.
Like many people, I don’t need much help with this!
4. Practice gratitude
Remind yourself of the things you are thankful for.
5. Use technology to your advantage
There are meditation apps available, with timers, calming images and sounds. There are even apps which send out notifications to remind you to stop and breathe.
6. Body scan
Think about your body. Work from the toes up, or vice versa, and analyse how your body feels
o How does my head feel on my shoulders
o Is there an ache in my back, etc.
7. Chocolate
Engage all your senses, e.g. with a piece of chocolate. Take time to look at it, and notice how it feels in your hand: is it starting to melt? Pay attention to the sound when you snap it and what it smells of. Finally, pop it into your mouth, but don’t chew immediately. Take a moment to appreciate the different tastes and textures before you eat it.
To wrap up the session, Sky got us to summarise some of the main points from his workshop:
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