Tag: Approaches to Learning

Why Classrooms Must Have Daily Habits of Mental Hygeine

Why Classrooms Must Have Daily Habits of Mental Hygeine

I think most of us can barely remember a time in which computers and the internet weren’t a part of our lives. We would have to go to libraries and read encyclopedias to gain knowledge on a topic. When internet search engines first appeared, information was at the tip of our fingertips, and I believe most of us have witnessed how the internet has become the go-to place for fact finding, replacing book learning at an alarming rate. However, for our digital natives, they don’t really know where the information ends and an opinion begins, as I have written about in Critical Consumption, however, there is a value of expressing an opinion as a source of identity and purpose for our students. In particular, how constructing less myopic viewpoints and developing broader perspectives are a becoming a necessity as we evolve in the workforce, of which education is supposed to prepare students for.

Listening to all the voices around them, streams of opinion. not information overload but opinion overload-that’s what social media has brought us. Everyone has a point of view and everyone gets a vote in my life.

Greg McKweon, author of Essentialism: The Disciplined Pursuit of Less

If you can harken back to a time in which the main influences on our children were limited to mostlythe listener our families and close-knit members of our community, primarily in schools, churches, and other organizations that families participated in. In the past, they just had to manage the pressure and influences of a smaller group of people, but now that has really expanded to include so many ideas of pop culture. Nowadays the World Wide Web has the opportunity to expose students to a variety of ideas and theories, particularly on social media, in which ideas are narrowed into sound bites and memes; it’s easy for kids to get swept away by the flood of emotion and beliefs. I think it’s not so much finding our voice but hearing our voice in the midst of the deluge of ideologies and our culture’s status quo. They are being drawn into belonging to the larger world in which students might find themselves acting in ways in ways that are not really true to their nature. In other words, they don’t have the coping mechanisms to deal with this onslaught of energy and emotion that is bombarding them, in the physical world and in the virtual world that they experience in their on-screen life. So we must help them to calm their minds and begin to trust their intuition, instead of impulsive reactions. But in order to do that, students must begin to develop habits of mental hygiene, in which they are clearing up the debris left behind from an experience (on or off-screen) or a conversation with a teacher, family member or friend, and the resulting feeling from that interaction.

Mindfulness in schools is one of those movements that are empowering students to create that space in their thoughts and in their emotions which can really make a positive impact over time. It is like “brushing one’s teeth” for the mind, and there have been several documentaries made about the transformation of students when they engage in this practice. Some schools are replacing detention with meditation and dramatic shifts are taking place in the culture of those schools. It’s like an emotional reset button and a powerful tool to use in our classroom. The 15 minutes you spend on watching this video below will really help you recognize why mindfulness is so vital and critical to bringing into our classrooms.

As someone who practices mindfulness and can speak first hand to its benefits, I know that it takes courage and effort to bring it into schools. There are a lot of myths about it, however, it is becoming less fringe and more mainstream in our cultures.

There are 5 main areas in which our attention can be focused upon which will yield the neurological benefits of mindfulness practice. You can do one or more of these in a session with students, and it can take anywhere from 2-20 minutes, depending on age and your willingness to develop these habits with students.

Concentrating on:

  1. Our breath: where we are breathing and the quality of that breath.
  2. Sensations in body parts: scanning our body, finding areas of tension and relaxation.
  3. Sensations of our emotion: where our emotion arises from and how does it make us feel.
  4. Thoughts:  our thought based on time, so is the thought that we are thinking on from a moment in the past or a possibility of what will happen in the future.
  5. Attention to details: noticing and appreciating smells, sounds, and sights.

Full disclosure here: I’d like to tell you that I fully implement daily meditation practice with my students, but I only do it half-heartedly for a myriad of reasons, least being the amount of interruption that I get from having my classroom be a hallway for others.  (Yes, my classroom is a hallway.) However, I do try to incorporate mindful acts in our day with brief moments of focus on our bodies, minds, and thoughts. I usually do 3 belly breaths, a mindful stretch when we line up, and a reflective question of the day. Sometimes we go on “listening walks”, and lately we’ve been trying to look more closely at nature in order to find patterns.  I’d like to do more, but that is where I am at in my journey to create mindfulness in my classroom. I do make attempts at carving out mindful moments in my day in a variety of ways, and I think this is a good first step.

As an IB educator, there is a desire to develop mindfulness and wellbeing in our students. As the Primary Years Programme (PYP) begins to embrace the ATLs (Approaches to Learning) that we see in Middle Years Programme (MYP), I know that more schools will begin integrating mindfulness into their school communities. Next year, I’ve been thinking about how I might do a proper routine incorporating mindfulness so I can make an earnest effort in this movement. I’ve been thinking about making a simple tool like a spinner that shows our emotions and having students rate how they feel before we begin our exercise and how we feel afterward by moving the hand of the spinner. Focusing in on our current state of emotion and evaluating where we are at the beginning of this journey and where we end up at the end of the practice is so important because it cultivates self-reflection and provides personal feedback of our experience.

I don’t know how others might have experimented with mindfulness and meditation in their classrooms, but I’d love to hear stories and share experiences. I know that these skills are actually as important, if not more important, than academic skills that we teach our students. And I think if more of us shared our struggles, then that could increase the willingness of other educators to try to create “an oasis of calm” and a culture of compassion in our schools and in the lives of our students.

I encourage you to leave a comment.  I’d love to hear how you teach “mental hygiene” to students.  Also feel free to connect with me @judyimamudeen or through this website.

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Homework Vs. Deep Work

Homework Vs. Deep Work

We had an open house this week, and as I sat down to answer parent questions about our Primary Years Programme, I opened up my Powerpoint, prepared to refer to my laundry list of all the ways the International Baccalaureate is wonderful. But then questions came and my presentation took care of itself. I began to get a clear picture of how truly different we are and how rigid so many schools are in China. One mother pined for her 3rd-grade son’s happiness and felt awful that she had to battle him daily to do 2 hours or more of homework a night. Having 2 hours or more of homework?–a parent’s free time also gets demolished as I’m sure they have to sit there with their student to complete the worksheets. You can imagine that both parties suffer burnout and do not enjoy these nightly sessions. So parents feel equally imprisoned by the idea of doing homework, as what they see as a necessary evil.

Yet, this is endemic of living in Asia–so many of the countries here, with their large populations and competitive job markets, staunchly value education as the only means to have a decent life. School is life for young people, and it is also very normal that children, beginning in Kindergarten, get tutors or attend “academy”–a night school that teachers next year’s math or other content knowledge.

Ever since this meeting, my mind is wandering, thinking about my own child.  I love my little person and I want her to come home eager to tell me her tales of school that day. I don’t want to berate her about doing homework.  So earlier this year, I had her think about creating a homework schedule, which obviously has a fair amount of parent input (my daughter never would put in IXL willingly). You can see the final schedule in this post, which amusingly you can notice that the weekend is “Hannah’s to do list”–meaning that mom and dad leave her to her own devices.

However, I am starting to rethink this concept of homework, which is essentially practicing what the skills that they are in the midst of learning that week. I do think this is important and of value, but I’d also like to cultivate her interests, which lately has been coding and Minecrafting. I’m a big fan of Cal Newport and his treatise on Deep Work which can be summarized here (although I recommend you read the book since there are more nuggets inside). cal newport

In particular,  Cal recommends that one “drains the shallows” and create focused, uninterrupted attention on developing a skill, working on a project or task that is challenging and demands ideation to promote innovation in your area of interest. When looking over one’s schedule, it is vital to quantify the depth of every activity–is it moving you towards a goal or achievement? Is it really helping you to cultivate depth of knowledge and expertise? Once you evaluate your schedule, then you recreate it and reallocate your time to doing this “deep work”. The end goal of these accumulated hours is to bring into fruition new and better ways of doing something, solving a problem or producing a product which will have an overall greater benefit on humanity.

With this idea in mind, I asked my daughter if she had to get rid of something on her schedule, what would it be, draining the shallows, sort of speaking. She told me that she’d get rid of the writing on Tuesday. When I probed to know why she told me that she didn’t like writing, she told me that she likes to draw and she never gets to do that in her writing prompts. She’s in 1st grade, the year when drawings are replaced with words to convey ideas, but I could appreciate her struggle with the transition. (Through this conversation, I gleaned some insights and it gave me an idea for next year to try when I teach 1st grade, as I motivate students into using better word choice rather than pictures to describe their ideas.) I told her to redo her schedule and she readily replaced writing with coding. As you look at her schedule below, it was obvious to me that her interests are emerging.

 

Although I’d like her schedule to be refined to maybe 1 or 2 focused items a day, it is a first step towards managing one’s time and developing readiness for “deep work”.
It got me thinking if all students were to be asked to do this task–creating their own after school schedule, what would it be? How could we instill within our students a desire to pursue their interests?–to redirect their attention to work that is meaningful to them. This idea of time management is one of the Transdisciplinary Skills or Approaches to Learning (ATL) that we seek to create in our IB learners. So as much as I want students to practice skills that they are in the midst of developing, I also want them hungry to learn so that they independently and organically augment their abilities. This is a key distinction of learning in the IB. So, I am just wondering if we were to tweak the idea of homework and teach parents to be partners in their student’s passions if that would make for more fulfilled families, overall. Perhaps introducing this concept of “deep work”, reframing homework in a new light, could not only shift the dynamics of home learning but could also inspire greater student selected inquiries into their passions.

 

I’m definitely interested in anyone else’s experiences with transforming homework into a joy rather than a drudgery. Please connect with me @judyimamudeen or leave comments below.

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Judy Imamudeen

Judy Imamudeen

Developing learners as leaders is my joy! As a highly qualified International Baccaluearate (IB) teacher and educational leader, I am committed and passionate about executing its framework and empowering students in creating a future world that works for everyone.

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