by Teaching staff
While scientists from the center of the University of Wisconsin-Madison to investigate healthy minds (CIHM) in the center of Waisán are not yet ready to issue curricular practices of full care based on evidence, smoothsper’s spasper’s spasper’s after families who wish to participate in full care practices for a more Positive classroom environment.
See too What are the levels of grade by age?
10 tips to start with full attention at school at any level of grade
1. Create a quiet space in your classroom
Find a time and/or a place where you and your students can falsify for a few moments and develop a sense of comfort with tranquility. Note how we can realize the things that surround us and in us in a new and different way.
This can work for you as a teacher while designing the instruction or responds to the work of the students, or the spaces that the students work themselves. If you cannot create such space for students, the use of white noise (simplynoise.com, for example) can help mask background noise or still ‘hyperactive’ minds. We just made your own mixture or Background noise to read and writealso.
2. Pay attention with purpose and curiosity
Have students try to notice sounds, textures, colors, shapes and other characteristics of their environments. (These can also be excellent writing indications).
As a teacher, if you are able, try a conscious exercise of eating and slowly, with quiet attention, explore a food with all the senses before eating it, noticing the smells, colors, textures and any feeling of pleasure or detached.
Being at the moment is both a cause and a full attention effect. Full attention is rooted in the present. Thoughts about yesterday, tomorrow or even his “I” in the context of an afternoon or school or activity is the opposite of the presence in the present.
3. Use guided meditation daily
With the students, explore the breath making their eyes close and explore a guided meditation every day before the class. Sam Harris’Wake up‘The application could be useful here for older students while Moshi It is useful for younger students.
4. Offer affectionate wishes
Practice care and compassion for ourselves and others offering desires such as: “We are happy, that we are safe, that we are full of love.” Could they laugh in August, but for May? They may want their affection to return.
The desire for care can be used when we experience a discomfort before taking a test, when reads out loud, or simply to send kindness to another person, knowing that we all want to be happy.
5. Practice gratitude
We can grow gratitude in a simple way; For example, we can take a few minutes to reflect on the good things that happened the day, maintain a list of people and things for which we are grateful and/or create a newspaper using words and images. Write about this, talk about it, reflect on it.
6. Keep it simple
While advanced full attention can be incredible powerful, for the classroom, keep it playful, simple and “centered on the child” (instead of “the practice of full attention”).
7. Be patient
These ideas will take patience to develop as a capacity in students. Start small – fast activities. Accept challenges as they arise. It helps students contextualize what they do and why they are doing it. There is no reason for full attention not to succeed in any K-12 classroom.
8. Model: let others do
Note the other ‘being aware’ so that they can see how it looks in different forms, contexts and applications. This can be done live, or through YouTube, or videos that students do.
Many people misunderstand full attention, zen, meditation and other ‘mystical’ practices that all simply reduce to calm the mind losing the “I”.
9. Transfer it
Help them take it beyond the classroom offering advice, resources, ideas and more to be aware in their daily lives. (After all, isn’t that the point?)
10. Journal about it
What is, what it is not, when “worked”, when it was not so, what benefits the leg has, what other aspects of growth could lead the practice of full daily care, etc.
Other tips to teach full attention to children at the degree level
11. You don’t have to do it “fun”, but you can’t do it dry. Do it “alive” and vibrant because every moment is alive and vibrant.
12. Use a variety of ‘places’ and ‘opportunities’ for full attention: in the classroom, outside, in the row, with open and closed eyes, before a test and then, with the lights on and off, etc.
Here there are improved replacements for advice 13 and 14 that maintain the spirit of their original list, but sacrifice more practical strategies, appropriate for their age and relevant to the classroom:
13. Normalize full attention by connecting it to the daily life of students.
Instead of trusting celebrities, showing students how full attention can help them real and related challenges, such as keeping calm before a test, falling asleep more easily or handling the conflict with a classmate. Framing it as a ability for practical life increases acceptance and makes it feel like a “thing of school” and more like a “thing of life.”
14. Teach the connection of the body of the brain in simple and visual terms.
Use an analogy that the student can understand, how to force the brain to a smartphone that needs load and memory. Explain how full attention is like a “restart” button for your minds, improving approach, emotional balance and even memory. Add a visual anchor, as a rapid sketch of a “battery meter” that shows how stress drains the energy and full attention that restores it.
Teaching to full attention any degree
