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"content": "\u003cp>It's helpful to know that the brain is plastic and can adapt to challenges. And when it comes to learning new things, we can build up mental resources through intentional effort. People can get better at realizing self-regulation, \u003ca href=\"http://ww2.kqed.org/mindshift/2016/01/11/research-based-strategies-to-help-children-develop-self-control/\" target=\"_blank\">executive functions\u003c/a>, a sense of perspective or meaning, positive emotions like gratitude, a sense of strength and the feeling of being cared about.\u003c/p>\n\u003cp>“Any kind of mental activity, including experiences, entails underlying neural activity,” said \u003ca href=\"http://www.rickhanson.net/\" target=\"_blank\">Rick Hanson\u003c/a>, a psychologist and senior fellow at the \u003ca href=\"http://greatergood.berkeley.edu/\" target=\"_blank\">Greater Good Science Center\u003c/a> at UC Berkeley, at a \u003ca href=\"http://www.learningandthebrain.com/\" target=\"_blank\">Learning & the Brain conference\u003c/a>. He has developed practices to help people build up their mental capacity for happiness by creating patterns of neural activity that with time and repetition become neural pathways.\u003c/p>\n\u003caside class=\"pullquote alignright\">'We evolved a brain that routinely scans for bad news both internally and externally, and when we find the bad news we tend to focus down upon it.'\u003c/aside>\n\u003cp>Hanson calls this process “self-directed neuroplasticity.” To grow inner strength, people have to turn experiences (short-term memories) into activated states that are installed traits (long-term and implicit memories). The idea is to turn fleeting moments of happiness into implicit knowledge of well-being and strength.\u003c/p>\n\u003cp>Helping children develop self-directed neuroplasticity could be extremely helpful for students with trouble sitting still or who have learning challenges, but it could also be explicitly tied to academic outcomes. Hanson’s strategies could help students develop motivation and a sense of themselves as active learners. It’s a way of helping students to see life as an opportunity and for noting the positive in themselves and others. And, at a fundamental level, it’s a way of taking the time to hardwire and register curricular learning.\u003c/p>\n\u003cp>This work is especially important because the brain has evolved to prioritize negative input over positive feedback -- psychologists call it the negativity bias, and it’s strong. Simply put, in the Stone Age a human was likely to die from ignoring a negative input, but often got another chance at the positive ones. In today’s world, humans might experience moments of success or compassion or gratitude, but aren’t good at installing those experiences and making them traits. Meanwhile, all the negative, painful, harmful memories are quickly becoming part of the neural structure of our brains.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/jpuDyGgIeh0?list=PLZwaG5do7TJ2V_O_VKL2YqLNXEKj66WMl\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“We evolved a brain that routinely scans for bad news, both internally and externally,” Hanson said. “And when we find the bad news, we tend to focus down upon it.” That’s why when nine good things happened in the classroom and one bad thing, inevitably on her way home that teacher is thinking about the one bad thing.\u003c/p>\n\u003cp>“We overreact to unpleasant stimulus,” Hanson said. And, unfortunately, if a person is feeling stressed, anxious, irritated or wounded, he is more sensitive to the negative. “The stress systems activate and release cortisol,” he said. “It’s one of the major ways in which we become increasingly sensitized to the negative.”\u003c/p>\n\u003cp>Many educators have heard about cortisol -- often in trainings about student trauma. It’s the hormone that floods the brain when a student is afraid or angry, firing up the amygdala and shrinking the hippocampus. That’s a problem because the hippocampus is what regulates the amygdala and inhibits cortisol production. These processes make the brain more susceptible to the next negative input.\u003c/p>\n\u003cp>“We’ve got a brain that’s like Velcro for the bad and Teflon for the good,” Hanson said. “Learning from good experiences through installation, registering them, allowing them to be present long enough to get encoded, is the primary way to grow resources in our mind.\"\u003c/p>\n\u003cp>He has developed a technique he calls HEAL, an acronym for the four steps of the process: have a good experience, enrich it, absorb it, and (counterintuitively) link it to something slightly negative.\u003c/p>\n\u003cp>\u003cstrong>HAVE\u003c/strong>\u003c/p>\n\u003cp>Either create a good experience or call one up from memory. This could be anything from a time when the body felt strong and capable to a positive memory of an interaction with a loved one. The important thing is to call up the experience, remember how it felt or imagine how it would feel again, and take time to let that experience in by holding it in the foreground of consciousness.\u003c/p>\n\u003cp>If an educator or therapist is helping a child to create a good experience, she could direct the child to look for good facts in his immediate situation, in current events, in the past, in the future, in his character, even in his imagination. Another way to create a good experience is to think about what it feels like to care about someone else.\u003c/p>\n\u003cp>\u003cstrong>ENRICH\u003c/strong>\u003c/p>\n\u003cp>Once the child has conjured that positive experience, he can enrich it by extending the time he thinks about that experience or by trying to think about that positive moment with all of his senses. He might think about how important that feeling is because it is rare or about how salient it is to his life. Thinking about duration, multimodality, salience and novelty helps increase the intensity of the feeling, which goes a long way to enrich it.\u003c/p>\n\u003cp>\u003cstrong>ABSORB\u003c/strong>\u003c/p>\n\u003cp>Absorbing the positive experience has a lot to do with imagining how that experience affects oneself. If a child is thinking about a moment when she felt very competent, she might linger on how it made her feel, letting the emotion sink into her body. She might let herself imagine how she’s going to continue creating that feeling for herself. Encourage her to think specifically about why she feels so good about the experience, what makes it different from other times. Absorbing the experience is about letting the good warm a person.\u003cbr>\n\u003cstrong>\u003cbr>\nLINK POSITIVE AND NEGATIVE MATERIAL\u003c/strong>\u003c/p>\n\u003cp>The optional final step is to link that bolstered positive experience to a negative one, making sure to keep the positive experience in the foreground, so that the negative experience can be lessened over time. This step can be dangerous for students or people with low executive functioning or who are highly self-critical. If the person is likely to fall into a pattern of negative thinking, “I don’t deserve to feel good,” or has a hard time keeping the positive in the foreground, be careful with this step.\u003c/p>\n\u003cp>For example, if the positive experience is about a great meal, keep the images of warmth, comfort and delicious flavor in the foreground, with the dim recognition that eating too much could make one overweight in the background. Hanson said that holding the positive and negative in one's consciousness at the same time helps the positive experience override the negative one.\u003c/p>\n\u003cp>“It’s natural to replace the negative with the positive,” Hanson said, but it can be challenging, especially for people who have experienced real trauma. The fourth step in HEAL may not be appropriate for people until they’ve done a lot of absorbing positive experiences first.\u003c/p>\n\u003cp>He also points out that the most traumatic experiences are stored in the least plastic areas of the brain. It takes a lot of positive experiences to reach those areas of the brain. “As the brain evolved, so did its capacity for safety, satisfaction and connection,” Hanson said. He advocates using those new capacities to overcome the negativity bias.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“As we repeatedly do this, we build up a trait that can help us meet challenges in life,” Hanson said. His psychology practice and research support the educational research showing that a key factor in student success is relationships with caring adults. He also points out that practicing HEAL is an effective way of increasing the benefits of \u003ca href=\"http://ww2.kqed.org/mindshift/tag/mindfulness/\" target=\"_blank\">mindfulness\u003c/a>, which some schools are already integrating into school culture.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>It's helpful to know that the brain is plastic and can adapt to challenges. And when it comes to learning new things, we can build up mental resources through intentional effort. People can get better at realizing self-regulation, \u003ca href=\"http://ww2.kqed.org/mindshift/2016/01/11/research-based-strategies-to-help-children-develop-self-control/\" target=\"_blank\">executive functions\u003c/a>, a sense of perspective or meaning, positive emotions like gratitude, a sense of strength and the feeling of being cared about.\u003c/p>\n\u003cp>“Any kind of mental activity, including experiences, entails underlying neural activity,” said \u003ca href=\"http://www.rickhanson.net/\" target=\"_blank\">Rick Hanson\u003c/a>, a psychologist and senior fellow at the \u003ca href=\"http://greatergood.berkeley.edu/\" target=\"_blank\">Greater Good Science Center\u003c/a> at UC Berkeley, at a \u003ca href=\"http://www.learningandthebrain.com/\" target=\"_blank\">Learning & the Brain conference\u003c/a>. He has developed practices to help people build up their mental capacity for happiness by creating patterns of neural activity that with time and repetition become neural pathways.\u003c/p>\n\u003caside class=\"pullquote alignright\">'We evolved a brain that routinely scans for bad news both internally and externally, and when we find the bad news we tend to focus down upon it.'\u003c/aside>\n\u003cp>Hanson calls this process “self-directed neuroplasticity.” To grow inner strength, people have to turn experiences (short-term memories) into activated states that are installed traits (long-term and implicit memories). The idea is to turn fleeting moments of happiness into implicit knowledge of well-being and strength.\u003c/p>\n\u003cp>Helping children develop self-directed neuroplasticity could be extremely helpful for students with trouble sitting still or who have learning challenges, but it could also be explicitly tied to academic outcomes. Hanson’s strategies could help students develop motivation and a sense of themselves as active learners. It’s a way of helping students to see life as an opportunity and for noting the positive in themselves and others. And, at a fundamental level, it’s a way of taking the time to hardwire and register curricular learning.\u003c/p>\n\u003cp>This work is especially important because the brain has evolved to prioritize negative input over positive feedback -- psychologists call it the negativity bias, and it’s strong. Simply put, in the Stone Age a human was likely to die from ignoring a negative input, but often got another chance at the positive ones. In today’s world, humans might experience moments of success or compassion or gratitude, but aren’t good at installing those experiences and making them traits. Meanwhile, all the negative, painful, harmful memories are quickly becoming part of the neural structure of our brains.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/jpuDyGgIeh0?list=PLZwaG5do7TJ2V_O_VKL2YqLNXEKj66WMl\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“We evolved a brain that routinely scans for bad news, both internally and externally,” Hanson said. “And when we find the bad news, we tend to focus down upon it.” That’s why when nine good things happened in the classroom and one bad thing, inevitably on her way home that teacher is thinking about the one bad thing.\u003c/p>\n\u003cp>“We overreact to unpleasant stimulus,” Hanson said. And, unfortunately, if a person is feeling stressed, anxious, irritated or wounded, he is more sensitive to the negative. “The stress systems activate and release cortisol,” he said. “It’s one of the major ways in which we become increasingly sensitized to the negative.”\u003c/p>\n\u003cp>Many educators have heard about cortisol -- often in trainings about student trauma. It’s the hormone that floods the brain when a student is afraid or angry, firing up the amygdala and shrinking the hippocampus. That’s a problem because the hippocampus is what regulates the amygdala and inhibits cortisol production. These processes make the brain more susceptible to the next negative input.\u003c/p>\n\u003cp>“We’ve got a brain that’s like Velcro for the bad and Teflon for the good,” Hanson said. “Learning from good experiences through installation, registering them, allowing them to be present long enough to get encoded, is the primary way to grow resources in our mind.\"\u003c/p>\n\u003cp>He has developed a technique he calls HEAL, an acronym for the four steps of the process: have a good experience, enrich it, absorb it, and (counterintuitively) link it to something slightly negative.\u003c/p>\n\u003cp>\u003cstrong>HAVE\u003c/strong>\u003c/p>\n\u003cp>Either create a good experience or call one up from memory. This could be anything from a time when the body felt strong and capable to a positive memory of an interaction with a loved one. The important thing is to call up the experience, remember how it felt or imagine how it would feel again, and take time to let that experience in by holding it in the foreground of consciousness.\u003c/p>\n\u003cp>If an educator or therapist is helping a child to create a good experience, she could direct the child to look for good facts in his immediate situation, in current events, in the past, in the future, in his character, even in his imagination. Another way to create a good experience is to think about what it feels like to care about someone else.\u003c/p>\n\u003cp>\u003cstrong>ENRICH\u003c/strong>\u003c/p>\n\u003cp>Once the child has conjured that positive experience, he can enrich it by extending the time he thinks about that experience or by trying to think about that positive moment with all of his senses. He might think about how important that feeling is because it is rare or about how salient it is to his life. Thinking about duration, multimodality, salience and novelty helps increase the intensity of the feeling, which goes a long way to enrich it.\u003c/p>\n\u003cp>\u003cstrong>ABSORB\u003c/strong>\u003c/p>\n\u003cp>Absorbing the positive experience has a lot to do with imagining how that experience affects oneself. If a child is thinking about a moment when she felt very competent, she might linger on how it made her feel, letting the emotion sink into her body. She might let herself imagine how she’s going to continue creating that feeling for herself. Encourage her to think specifically about why she feels so good about the experience, what makes it different from other times. Absorbing the experience is about letting the good warm a person.\u003cbr>\n\u003cstrong>\u003cbr>\nLINK POSITIVE AND NEGATIVE MATERIAL\u003c/strong>\u003c/p>\n\u003cp>The optional final step is to link that bolstered positive experience to a negative one, making sure to keep the positive experience in the foreground, so that the negative experience can be lessened over time. This step can be dangerous for students or people with low executive functioning or who are highly self-critical. If the person is likely to fall into a pattern of negative thinking, “I don’t deserve to feel good,” or has a hard time keeping the positive in the foreground, be careful with this step.\u003c/p>\n\u003cp>For example, if the positive experience is about a great meal, keep the images of warmth, comfort and delicious flavor in the foreground, with the dim recognition that eating too much could make one overweight in the background. Hanson said that holding the positive and negative in one's consciousness at the same time helps the positive experience override the negative one.\u003c/p>\n\u003cp>“It’s natural to replace the negative with the positive,” Hanson said, but it can be challenging, especially for people who have experienced real trauma. The fourth step in HEAL may not be appropriate for people until they’ve done a lot of absorbing positive experiences first.\u003c/p>\n\u003cp>He also points out that the most traumatic experiences are stored in the least plastic areas of the brain. It takes a lot of positive experiences to reach those areas of the brain. “As the brain evolved, so did its capacity for safety, satisfaction and connection,” Hanson said. He advocates using those new capacities to overcome the negativity bias.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“As we repeatedly do this, we build up a trait that can help us meet challenges in life,” Hanson said. His psychology practice and research support the educational research showing that a key factor in student success is relationships with caring adults. He also points out that practicing HEAL is an effective way of increasing the benefits of \u003ca href=\"http://ww2.kqed.org/mindshift/tag/mindfulness/\" target=\"_blank\">mindfulness\u003c/a>, which some schools are already integrating into school culture.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>It was lunch time at Marysville School in Southeast Portland when the \u003ca href=\"http://www.oregonlive.com/news/index.ssf/2009/11/fire_rips_through_marysville_e.html\" target=\"_blank\">fire broke out\u003c/a>. Teachers quickly herded their students out of the building to the sports field behind the school as the old colonial-style building burned. The fire that traumatized students and staff alike was in 2009, when Lana Penley was in her second year as principal. The 460 students and 50 staff members of the K-8 school relocated to a vacant school building in another part of Portland, displaced from their school site for three years as the district rebuilt the Marysville building.\u003c/p>\n\u003cp>“We were already a school that struggled, and then adding [the fire] on top of it, we really thought we needed to find a social and emotional curriculum that connects to the heart to overcome our trauma,” Penley explained. When the school reopened, Penley and her staff started using the \u003ca href=\"http://thehawnfoundation.org/mindup/\" target=\"_blank\">MindUP\u003c/a> curriculum, developed by the Hawn Foundation (founded by the actress Goldie Hawn), to try to address underlying trauma both from the fire and from the daily poverty that many students face.\u003c/p>\n\u003caside class=\"pullquote alignright\">'We've seen this huge shift in the overall tone and civility of the school culture.'\u003c/aside>\n\u003cp>At first they implemented the program using a counselor, rotating between classes, teaching the 15-lesson sequence that starts with explaining to students how their brains work and what’s happening when they are stressed, scared or angry. The program then moves into mindful breathing exercises, meant to help students feel present in their bodies. There’s a section on choosing to approach the world with optimism and discussions of mindfulness in all the senses: seeing, listening and eating. Towards the end of the sequence the lessons expand outward, asking students how they can contribute to the community, how they can be better citizens. Students practice doing random acts of kindness and reflect on how that makes them feel. Gratitude becomes a daily practice.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/wfsPdFNQA10?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>The program is a blend of neuroscience, social and emotional tenets like empathy and perspective taking, and mindfulness, a practice which many schools have already started exploring. Several programs teach mindfulness in schools, including \u003ca href=\"http://www.mindfulschools.org\">Mindful Schools\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>After implementing the MindUP program at Marysville, Penley saw the difference. “We’ve seen this huge shift in the overall tone and civility of the school culture,” she said.\u003c/p>\n\u003cp>Penley and her staff soon realized that when the counselor taught the class, students were getting the benefit, but teachers weren’t. Soon teachers started coming to Penley, asking to teach the class themselves, as part of their regular classes.\u003c/p>\n\u003cp>“After our first year we began to think about how we could bring this to the overall health of the school,” Penley said. As a staff they decided to teach the MindUP lessons concurrently, at the same time every week, so there would be a sense of synergy. “Everyone is in a classroom except the custodian and secretary,” Penley said. “Imagine all of us hearing about gratitude and asking ourselves how we can integrate it throughout everything we do.”\u003c/p>\n\u003cfigure id=\"attachment_44448\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-44448\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/03/Marysville-class-vertical-800x1067.jpg\" alt=\"A Marysville class doing three minutes of mindfulness.\" width=\"800\" height=\"1067\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/03/Marysville-class-vertical-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/Marysville-class-vertical-400x533.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/Marysville-class-vertical-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/Marysville-class-vertical-1440x1920.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/Marysville-class-vertical-1180x1573.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/Marysville-class-vertical-960x1280.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A Marysville class doing three minutes of mindfulness. \u003ccite>(Lana Penley/Marysville School)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Penley says the real shifts in school culture came when they started implementing the program school-wide. Teachers now start class in the morning with a few breaths to help students feel present. The middle school has breathing exercises after passing periods. Penley described how kindergarteners used to come into their classroom for free breakfast while their teacher was already directing them to look at what she’d written on the board. Students were having a hard time learning that way because they didn’t feel settled or safe.\u003c/p>\n\u003cp>Now, teachers greet kids at the door and play soft music with the lights down; they talk about the practices the whole school is working on at that moment. In this low key environment, the teacher is taking roll and checking in on students.\u003c/p>\n\u003cp>Gradually the practices in the MindUP program became part of how the school operates. “These are the ways we treat each other and that happens all the time throughout the day,” Penley said. The switch to thinking about every interaction and learning moment in the school day as one of mindfulness has dramatically changed the tone of the school, according to Penley. She says discipline referrals have dropped and students are using their mindful seeing practice in classes like English, art and science to make better observations. An eighth grader recently noted that he’d been watching the presidential debates and that the candidates weren’t doing a good job of listening to one another’s perspectives.\u003c/p>\n\u003cp>And this more human approach hasn’t stopped at the classroom door. Teachers get a “brain break” at the start of staff meetings in recognition that they’re coming from a hectic teaching day and need a moment to ground themselves in the present before starting another task. The staff also practice whatever skill they’ll be teaching through MindUP with one another before rolling it out into the classroom.\u003c/p>\n\u003cp>“Our teachers are happier, which is really important, and we have a ton of people applying to our school now because they’re interested in mindfulness,” Penley said. Before they started the MindUP program, Marysville, like many other Title 1 schools serving a diverse population of learners, struggled to attract teachers. Now, Penley said she has 100 applicants for every open position, which also allows her to hire teachers who are in line with their vision.\u003c/p>\n\u003cp>On a teacher survey administered in the 2013-2014 school year 95 percent of the adults in the building said they were satisfied or extremely satisfied working at Marysville. And all of the adults reported that teaching MindUP has carried over into their personal lives and extends into the classroom throughout content areas.\u003c/p>\n\u003cp>Despite the success of the program, it hasn’t been all smooth sailing. Some teachers initially pushed back with the inevitable “initiative fatigue” that plagues many schools. But Penley said she kept them engaged in conversations about what made them uncomfortable and how they could work through those issues. “Once you are on the ground and realize that what it’s teaching are just basic human practices, we’ve seen that even our most resistant teachers have come a long way with it,” Penley said.\u003c/p>\n\u003cp>Penley said the program has also helped her personally. “It’s helped me find the joy in my job,” she said. “Being a principal is a really hard job. A lot of principals don’t like their jobs.” She’s learned to be more present in each meeting and to think of her main job as being a listener. She used to rush about trying to solve every problem, but now she tries to stay focused and present in each moment, giving her staff her full attention. It’s helped her remember why she loves working in education and being around kids.\u003c/p>\n\u003cp>“It really is a shift in the heart,” Penley said. “It’s a way of being. Instead of compliance, we call it moving more towards compassion. It’s going to shift the feel of the school.”\u003c/p>\n\u003cp>\u003cstrong>RESEARCH BEHIND THE PROGRAM\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>University of British Columbia professor Kimberly Schonert-Reichl, who was one of several researchers consulted on the \u003ca href=\"http://thehawnfoundation.org/about-us/team/\">development of MindUP\u003c/a>, conducted a \u003ca href=\"http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4323355/\" target=\"_blank\">randomized controlled trial\u003c/a> on fourth and fifth graders participating in the program in Vancouver public schools. \u003ca href=\"http://thehawnfoundation.org/wp-content/uploads/2012/12/KSR-MSL_Mindfulness_2010-copy.pdf\" target=\"_blank\">Students reported many positive benefits \u003c/a>of the program: 82 percent of children reported having a more positive outlook, 81 percent learned to make themselves happy, and 58 percent of children tried to help others more often.\u003c/p>\n\u003cp>Schonert-Reichl also tested children’s saliva for cortisol levels and found those who participated in the program had healthier levels. Peers also rated students in the program as more prosocial. Schonert-Reichl says teachers in British Columbia were involved in developing the curriculum based on evidence-based neuroscience and psychology principles, which helped ensure the lessons were hitting home for educators.\u003c/p>\n\u003cp>“When the MindUP program was developed it was an iterative process between researchers and teachers,” Schonert-Reichl said. Teachers would teach a lesson, give feedback and help the researchers improve on the program.\u003c/p>\n\u003cfigure id=\"attachment_44450\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-44450\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/03/marysville-kid-vertical-800x1067.jpg\" alt=\"Marysville student practice mindfulness\" width=\"800\" height=\"1067\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/03/marysville-kid-vertical-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/marysville-kid-vertical-400x533.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/marysville-kid-vertical-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/marysville-kid-vertical-1440x1920.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/marysville-kid-vertical-1180x1573.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/marysville-kid-vertical-960x1280.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Marysville student practice mindfulness \u003ccite>(Lana Penley/Marysville School)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“When teachers see it they’re like, oh yeah I can do this,” she said. “It wasn’t something foreign because it had been developed by teachers.” The program also came out in 2005, just after British Columbia had included social and emotional learning as a part of the curriculum. Schonert-Reichl said the high level recognition that these skills are valuable made it much easier for schools to get access to training money and to implement with fidelity.\u003c/p>\n\u003cp>In Vancouver there is a district-level person who coordinates trainings and materials, supports teachers in classrooms, and connects them to one another. “Instead of it just being this outside person who drops in and does the professional development and leaves with no follow-up, you have this core district support,” Schonert-Reichl said.\u003c/p>\n\u003cp>\u003cstrong>A TRAINER'S EXPERIENCE\u003c/strong>\u003c/p>\n\u003cp>Jonathan Weresch became a MindUP trainer after seeing the results in his own classroom. He taught students with learning differences and disordered behaviors, who were especially hard to teach after lunch.\u003c/p>\n\u003cp>Weresch said it took about six weeks for his students to get on board with the program and there were plenty of times they tested his patience as they got used to it. In the beginning when he’d ask them to focus their attention on their breathing with their eyes closed there would be a lot of silly noises. But he modeled patience and continued to teach them about what these exercises were doing for the brain, and in time students stopped joking around. Although he’s a \u003ca href=\"http://www.vancouversun.com/life+lessons+beliefs+music+culture+vancouver+aboriginal+school/11739127/story.html?__lsa=162b-26fe\" target=\"_blank\">principal now\u003c/a>, he still does MindUP trainings on the side because he believes in it.\u003c/p>\n\u003cp>As a trainer, Weresch answers a lot of questions from teachers who are either having problems getting results or who don’t see how three minutes of focused breathing three times a day can make such a big difference. Weresch explains that it’s like any other skill.\u003c/p>\n\u003cp>”First we have to practice things deliberately, and then what happens -- just like learning to play the piano or something like that -- we practice and then with enough practice it becomes a habit. And the habits become character traits after a while.”\u003c/p>\n\u003cp>The most common complaint he hears from teachers (who are choosing MindUP as their professional development) is that they don’t have time for an extra program, the curriculum is already too big and hard to cover. Weresch sympathizes with that argument, but tells them that in his own experience the time spent on the front end tremendously improved the quality of learning throughout the day. He also points to research indicating that \u003ca href=\"http://www.wondergrovelearn.com/wp-content/uploads/2014/02/The_impact_of_-enhancing_students_social_and_emotional_learning.pdf\" target=\"_blank\">social and emotional learning improves academic achievement\u003c/a>.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>It was lunch time at Marysville School in Southeast Portland when the \u003ca href=\"http://www.oregonlive.com/news/index.ssf/2009/11/fire_rips_through_marysville_e.html\" target=\"_blank\">fire broke out\u003c/a>. Teachers quickly herded their students out of the building to the sports field behind the school as the old colonial-style building burned. The fire that traumatized students and staff alike was in 2009, when Lana Penley was in her second year as principal. The 460 students and 50 staff members of the K-8 school relocated to a vacant school building in another part of Portland, displaced from their school site for three years as the district rebuilt the Marysville building.\u003c/p>\n\u003cp>“We were already a school that struggled, and then adding [the fire] on top of it, we really thought we needed to find a social and emotional curriculum that connects to the heart to overcome our trauma,” Penley explained. When the school reopened, Penley and her staff started using the \u003ca href=\"http://thehawnfoundation.org/mindup/\" target=\"_blank\">MindUP\u003c/a> curriculum, developed by the Hawn Foundation (founded by the actress Goldie Hawn), to try to address underlying trauma both from the fire and from the daily poverty that many students face.\u003c/p>\n\u003caside class=\"pullquote alignright\">'We've seen this huge shift in the overall tone and civility of the school culture.'\u003c/aside>\n\u003cp>At first they implemented the program using a counselor, rotating between classes, teaching the 15-lesson sequence that starts with explaining to students how their brains work and what’s happening when they are stressed, scared or angry. The program then moves into mindful breathing exercises, meant to help students feel present in their bodies. There’s a section on choosing to approach the world with optimism and discussions of mindfulness in all the senses: seeing, listening and eating. Towards the end of the sequence the lessons expand outward, asking students how they can contribute to the community, how they can be better citizens. Students practice doing random acts of kindness and reflect on how that makes them feel. Gratitude becomes a daily practice.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/wfsPdFNQA10?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>The program is a blend of neuroscience, social and emotional tenets like empathy and perspective taking, and mindfulness, a practice which many schools have already started exploring. Several programs teach mindfulness in schools, including \u003ca href=\"http://www.mindfulschools.org\">Mindful Schools\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>After implementing the MindUP program at Marysville, Penley saw the difference. “We’ve seen this huge shift in the overall tone and civility of the school culture,” she said.\u003c/p>\n\u003cp>Penley and her staff soon realized that when the counselor taught the class, students were getting the benefit, but teachers weren’t. Soon teachers started coming to Penley, asking to teach the class themselves, as part of their regular classes.\u003c/p>\n\u003cp>“After our first year we began to think about how we could bring this to the overall health of the school,” Penley said. As a staff they decided to teach the MindUP lessons concurrently, at the same time every week, so there would be a sense of synergy. “Everyone is in a classroom except the custodian and secretary,” Penley said. “Imagine all of us hearing about gratitude and asking ourselves how we can integrate it throughout everything we do.”\u003c/p>\n\u003cfigure id=\"attachment_44448\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-44448\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/03/Marysville-class-vertical-800x1067.jpg\" alt=\"A Marysville class doing three minutes of mindfulness.\" width=\"800\" height=\"1067\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/03/Marysville-class-vertical-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/Marysville-class-vertical-400x533.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/Marysville-class-vertical-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/Marysville-class-vertical-1440x1920.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/Marysville-class-vertical-1180x1573.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/Marysville-class-vertical-960x1280.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A Marysville class doing three minutes of mindfulness. \u003ccite>(Lana Penley/Marysville School)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Penley says the real shifts in school culture came when they started implementing the program school-wide. Teachers now start class in the morning with a few breaths to help students feel present. The middle school has breathing exercises after passing periods. Penley described how kindergarteners used to come into their classroom for free breakfast while their teacher was already directing them to look at what she’d written on the board. Students were having a hard time learning that way because they didn’t feel settled or safe.\u003c/p>\n\u003cp>Now, teachers greet kids at the door and play soft music with the lights down; they talk about the practices the whole school is working on at that moment. In this low key environment, the teacher is taking roll and checking in on students.\u003c/p>\n\u003cp>Gradually the practices in the MindUP program became part of how the school operates. “These are the ways we treat each other and that happens all the time throughout the day,” Penley said. The switch to thinking about every interaction and learning moment in the school day as one of mindfulness has dramatically changed the tone of the school, according to Penley. She says discipline referrals have dropped and students are using their mindful seeing practice in classes like English, art and science to make better observations. An eighth grader recently noted that he’d been watching the presidential debates and that the candidates weren’t doing a good job of listening to one another’s perspectives.\u003c/p>\n\u003cp>And this more human approach hasn’t stopped at the classroom door. Teachers get a “brain break” at the start of staff meetings in recognition that they’re coming from a hectic teaching day and need a moment to ground themselves in the present before starting another task. The staff also practice whatever skill they’ll be teaching through MindUP with one another before rolling it out into the classroom.\u003c/p>\n\u003cp>“Our teachers are happier, which is really important, and we have a ton of people applying to our school now because they’re interested in mindfulness,” Penley said. Before they started the MindUP program, Marysville, like many other Title 1 schools serving a diverse population of learners, struggled to attract teachers. Now, Penley said she has 100 applicants for every open position, which also allows her to hire teachers who are in line with their vision.\u003c/p>\n\u003cp>On a teacher survey administered in the 2013-2014 school year 95 percent of the adults in the building said they were satisfied or extremely satisfied working at Marysville. And all of the adults reported that teaching MindUP has carried over into their personal lives and extends into the classroom throughout content areas.\u003c/p>\n\u003cp>Despite the success of the program, it hasn’t been all smooth sailing. Some teachers initially pushed back with the inevitable “initiative fatigue” that plagues many schools. But Penley said she kept them engaged in conversations about what made them uncomfortable and how they could work through those issues. “Once you are on the ground and realize that what it’s teaching are just basic human practices, we’ve seen that even our most resistant teachers have come a long way with it,” Penley said.\u003c/p>\n\u003cp>Penley said the program has also helped her personally. “It’s helped me find the joy in my job,” she said. “Being a principal is a really hard job. A lot of principals don’t like their jobs.” She’s learned to be more present in each meeting and to think of her main job as being a listener. She used to rush about trying to solve every problem, but now she tries to stay focused and present in each moment, giving her staff her full attention. It’s helped her remember why she loves working in education and being around kids.\u003c/p>\n\u003cp>“It really is a shift in the heart,” Penley said. “It’s a way of being. Instead of compliance, we call it moving more towards compassion. It’s going to shift the feel of the school.”\u003c/p>\n\u003cp>\u003cstrong>RESEARCH BEHIND THE PROGRAM\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>University of British Columbia professor Kimberly Schonert-Reichl, who was one of several researchers consulted on the \u003ca href=\"http://thehawnfoundation.org/about-us/team/\">development of MindUP\u003c/a>, conducted a \u003ca href=\"http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4323355/\" target=\"_blank\">randomized controlled trial\u003c/a> on fourth and fifth graders participating in the program in Vancouver public schools. \u003ca href=\"http://thehawnfoundation.org/wp-content/uploads/2012/12/KSR-MSL_Mindfulness_2010-copy.pdf\" target=\"_blank\">Students reported many positive benefits \u003c/a>of the program: 82 percent of children reported having a more positive outlook, 81 percent learned to make themselves happy, and 58 percent of children tried to help others more often.\u003c/p>\n\u003cp>Schonert-Reichl also tested children’s saliva for cortisol levels and found those who participated in the program had healthier levels. Peers also rated students in the program as more prosocial. Schonert-Reichl says teachers in British Columbia were involved in developing the curriculum based on evidence-based neuroscience and psychology principles, which helped ensure the lessons were hitting home for educators.\u003c/p>\n\u003cp>“When the MindUP program was developed it was an iterative process between researchers and teachers,” Schonert-Reichl said. Teachers would teach a lesson, give feedback and help the researchers improve on the program.\u003c/p>\n\u003cfigure id=\"attachment_44450\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-44450\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/03/marysville-kid-vertical-800x1067.jpg\" alt=\"Marysville student practice mindfulness\" width=\"800\" height=\"1067\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/03/marysville-kid-vertical-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/marysville-kid-vertical-400x533.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/marysville-kid-vertical-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/marysville-kid-vertical-1440x1920.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/marysville-kid-vertical-1180x1573.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/marysville-kid-vertical-960x1280.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Marysville student practice mindfulness \u003ccite>(Lana Penley/Marysville School)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“When teachers see it they’re like, oh yeah I can do this,” she said. “It wasn’t something foreign because it had been developed by teachers.” The program also came out in 2005, just after British Columbia had included social and emotional learning as a part of the curriculum. Schonert-Reichl said the high level recognition that these skills are valuable made it much easier for schools to get access to training money and to implement with fidelity.\u003c/p>\n\u003cp>In Vancouver there is a district-level person who coordinates trainings and materials, supports teachers in classrooms, and connects them to one another. “Instead of it just being this outside person who drops in and does the professional development and leaves with no follow-up, you have this core district support,” Schonert-Reichl said.\u003c/p>\n\u003cp>\u003cstrong>A TRAINER'S EXPERIENCE\u003c/strong>\u003c/p>\n\u003cp>Jonathan Weresch became a MindUP trainer after seeing the results in his own classroom. He taught students with learning differences and disordered behaviors, who were especially hard to teach after lunch.\u003c/p>\n\u003cp>Weresch said it took about six weeks for his students to get on board with the program and there were plenty of times they tested his patience as they got used to it. In the beginning when he’d ask them to focus their attention on their breathing with their eyes closed there would be a lot of silly noises. But he modeled patience and continued to teach them about what these exercises were doing for the brain, and in time students stopped joking around. Although he’s a \u003ca href=\"http://www.vancouversun.com/life+lessons+beliefs+music+culture+vancouver+aboriginal+school/11739127/story.html?__lsa=162b-26fe\" target=\"_blank\">principal now\u003c/a>, he still does MindUP trainings on the side because he believes in it.\u003c/p>\n\u003cp>As a trainer, Weresch answers a lot of questions from teachers who are either having problems getting results or who don’t see how three minutes of focused breathing three times a day can make such a big difference. Weresch explains that it’s like any other skill.\u003c/p>\n\u003cp>”First we have to practice things deliberately, and then what happens -- just like learning to play the piano or something like that -- we practice and then with enough practice it becomes a habit. And the habits become character traits after a while.”\u003c/p>\n\u003cp>The most common complaint he hears from teachers (who are choosing MindUP as their professional development) is that they don’t have time for an extra program, the curriculum is already too big and hard to cover. Weresch sympathizes with that argument, but tells them that in his own experience the time spent on the front end tremendously improved the quality of learning throughout the day. He also points to research indicating that \u003ca href=\"http://www.wondergrovelearn.com/wp-content/uploads/2014/02/The_impact_of_-enhancing_students_social_and_emotional_learning.pdf\" target=\"_blank\">social and emotional learning improves academic achievement\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "How Schools Can Help Nurture Students' Mental Health",
"title": "How Schools Can Help Nurture Students' Mental Health",
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"content": "\u003cp>By the time he entered second grade, Eric had already witnessed graphic violence and watched as his family fell apart. He’d been moved to a new state and a new home, but he wasn’t thriving, especially in school. Eric’s reading level was measured in single digits -- that is, below the 10\u003csup>th\u003c/sup> percentile for children his age.\u003c/p>\n\u003cp>“He was so preoccupied by the trauma he’d experienced that it was impairing his learning,” says Steve Lepinski, who followed Eric’s progress.\u003c/p>\n\u003cp>Lepinski runs the \u003ca href=\"https://washburn.org/\">Washburn Center for Children\u003c/a>, a mental health provider in Minnesota that handled Eric’s case. After receiving intensive therapy, Eric (not his real name) saw his reading level jump to the 90\u003csup>th\u003c/sup> percentile for his age group. Now “he’s just doing normal third-grade things,” Lepinski adds.\u003c/p>\n\u003cp>Trauma can be one cause of mental health issues among kids, but there are other sources. Emotional problems are linked to poverty, according to an \u003ca href=\"http://pediatrics.aappublications.org/content/135/2/384.short\">American Academy of Pediatrics study\u003c/a>, and 20 percent of children live in poverty. The same study notes that children whose parents serve in the military are more likely to experience emotional trouble, especially when parents deploy and return.\u003c/p>\n\u003cp>[contextly_sidebar id=\"LQSxRpJift2kP2h5FZCGRSNdvp5HI11z\"]\u003c/p>\n\u003cp>Fortunately, there are better diagnostics and a greater sensitivity by parents and pediatricians to kids’ well-being; what might have been ignored and untreated decades ago is more apt to be spotted and tended to today. But the attention to these diagnoses also uncovers the reality that the youth population feels vulnerable and dislocated.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The hurly-burly of modern life plays a part. Dr. Debra Koss, a child psychiatrist in Sparta, N.J., who has been treating kids for more than 20 years, believes that both teenagers and families face more external pressure and stress today than they did years ago.\u003c/p>\n\u003cp>Part of that’s from the explosion in technology, especially in the proliferation in phone, computer and TV screens, which eat up an estimated five to seven hours of the average child’s day. That time spent inert in front of a screen is time not spent socializing, or playing sports, or getting out into the world, all of which contribute to healthy emotional development, Koss says.\u003c/p>\n\u003cp>Also, ruthless social media sites like\u003ca href=\"http://www.nytimes.com/2015/03/09/technology/popular-yik-yak-app-confers-anonymity-and-delivers-abuse.html\"> Yik Yak\u003c/a>, where kids post anonymous comments about their peers, can be devastating to children’s well-being. “They have a terrible impact on self-esteem and social relationships,” Koss says.\u003c/p>\n\u003cp>Developments in neuroscience should be helping to shape cultural expectations for kids, but so far the research has failed to activate much change. Adolescents are \u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/29/why-teens-are-impulsive-addiction-prone-and-should-protect-their-brains/\">wired\u003c/a> for short-term pleasures, feeling emotions more intensely and tending to act on impulse. But they’re quizzed about careers and college majors when they’ve just made it to high school, long before their brains have matured sufficiently to make thoughtful long-term decisions.\u003c/p>\n\u003cp>“We’re expecting a level of decision-making and abstract thinking that’s not in keeping with where brain development is,” Koss says.\u003c/p>\n\u003caside class=\"pullquote alignright\">Now, when a student acts up, the teacher’s first thought isn’t to complain about the kid’s bad behavior, but to think ‘I wonder what’s going on with him?’\u003c/aside>\n\u003cp>Warped cultural pressure on kids to perform beyond their capabilities is stressful and demoralizing, forcing kids to grow up too fast. The fact that this generation has been subjected to more standardized testing than any other can adds to the anxiety. “These external goals and messages” -- \u003ca href=\"http://www.theatlantic.com/education/archive/2014/06/most-kids-believe-that-achievement-trumps-empathy/373378/\">from parents\u003c/a>, schools, college applications and social media -- \"create unreasonable expectations,” she says. All of this contributes to adolescent depression, anxiety and other mental health concerns.\u003c/p>\n\u003cp>What’s the proper role for schools in attending to children’s mental health? Some educators and mental health experts have pushed schools to get more involved in preventing emotional and behavior problems and spotting those kids who need help, so that they can be steered toward professionals who can help them. Mental health problems often reveal themselves early in life, and the sooner they’re treated, the thinking goes, the better the outcomes.\u003c/p>\n\u003cp>Teachers’ everyday contact with children puts them in a position to pick out those who might be struggling and who could benefit from professional help. And because, as Koss says, “academic failure is a real consequence of mental illness,” teachers and school officials may have no choice but to confront these problems.\u003c/p>\n\u003cp>The following initiatives have been adopted in various states and schools to help identify, and even treat, those children in need.\u003c/p>\n\u003cp>\u003cstrong>SCHOOL-BASED MENTAL HEALTH CARE \u003c/strong>\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>One of the most ambitious approaches for treating children has been adopted in Minnesota, where mental health professionals provide treatment for such problems within the schools. The Minnesota system, which began in 2007 as a small pilot program and has since spread to 645 schools in 71 counties, removes the barriers that often keep children from getting the help they need: transportation to and from appointments, insurance coverage and lengthy waits for appointments.\u003c/p>\n\u003cp>This approach represents a radical departure from the typical way schools have handled troubled children, wherein school officials notify parents of a potential problem and then depend on parents to take action. Today, Minnesota has the largest school-based mental health program in the country.\u003c/p>\n\u003cp>[contextly_sidebar id=\"CtBz1PC47EOtMwcgYnzCB5UktytlQPGO\"]\u003c/p>\n\u003cp>Because the mental health providers are present and available, the stigma attached to getting help has lessened for kids. The method also helps therapists better evaluate their patients, because they see them in their natural environment. Teachers and school principals also welcome in-house clinicians, Lepinski says, through their interactions with the clinicians. Turf battles between “outside” mental health providers and “inside” school nurses, social workers or special education teachers is minimized because they all recognize the important role each plays in identifying and treating students.\u003c/p>\n\u003cp>And helping drive success -- or allay parents’ fears -- is the fact that the children’s mental health records are kept private from teachers and school administrators, under HIPPA laws.\u003c/p>\n\u003cp>During the first five years of the program, practitioners found that more than half of the children treated by therapists or mental health professionals in school were seeing someone for the first time, and half of these same children were getting treatment for a serious mental illness. Without the ordinary barriers to getting help, most kids completed their treatment, Lepinski says. Further, the impact of the treatment was reflected in a decline in suspension rates, absences and frequency of emotional problems.\u003c/p>\n\u003cp>Meanwhile, attendance rates have crept up. And with a full-time mental health professional on staff, the culture of these schools has become more sensitive to the role of mental health in learning. “Now, when a student acts up, the teacher’s first thought isn’t to complain about the kid’s bad behavior, but to think ‘I wonder what’s going on with him?’ ” Lepinski says.\u003c/p>\n\u003cp>\u003cstrong>OFFER MENTAL HEALTH SCREENING\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Testing for emotional well-being is one way of identifying troubled kids, and some schools have started using them after a crisis, or even preventively. One of the most widely used screens, the Columbia-Suicide Severity Rating Scale, or C-SSRA, is a brief survey that has been shown to identify accurately individuals at risk of suicide. In Tennessee, schools started asking the state for help in preventing suicide or managing in the aftermath, and the state responded by offering districts the C-SSRA.\u003c/p>\n\u003cp>More than 5,000 such screens were carried out with kids of all ages after crises since July, says Melissa Sparks, a registered nurse in Tennessee who helps oversee the state screens. Tennessee also uses what’s called a \u003ca href=\"http://www.tnvoices.org/youth-screen/\">Youth Screen\u003c/a> as a way of identifying mental health problems early. Of the 221 teenagers whose parents consented to their children’s screening since July, 75 kids were found to have a mental health or substance abuse problem.\u003c/p>\n\u003cp>\u003cstrong>INCLUDE EXERCISE IN THE SCHOOL DAY\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Aerobic exercise is good for mental health; it reduces stress, improves attention and buoys the mood. But as school budgets have grown tighter, schools are \u003ca href=\"http://www.nytimes.com/2012/07/11/education/even-as-schools-battle-obesity-physical-education-is-sidelined.html\">dropping gym class\u003c/a> and recess for more time in the classroom. This trend undermines student well-being and achievement, says Dr. Lawrence Steinberg, author of \"\u003ca href=\"http://www.amazon.com/Age-Opportunity-Lessons-Science-Adolescence/dp/1491546611\">Age of Opportunity: Lessons From the New Science of Adolescence\u003c/a>.\" Steinberg believes that schools should include an hour of exercise in the daily curriculum, because physical activity improves academic performance and mental health.\u003c/p>\n\u003cp>Steinberg is not alone: The Institute of Medicine challenges schools to work an hour of exercise into the school day, offering suggestions and games for teachers to boost activity. Its \u003ca href=\"http://resources.iom.edu/FNB/infographic/get60minutes.html\">interactive website\u003c/a> offers tips on how to arrange the classroom to make space for physical activity, so that kids don’t spend all day at their desks, and offers ideas on how to make recess and gym class more active and engaging for kids.\u003c/p>\n\u003cp>\u003cstrong>ALLOW KIDS TO SLEEP IN\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Teenagers don’t sleep enough, and that deficit affects their mental health as well as their \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/11/why-sleeping-may-be-more-important-than-studying/\">ability to calculate or compose a sentence\u003c/a>. The recommended amount of sleep for children and adolescents is 8.5 to 9.5 hours a night, but up to 87 percent of high school kids sleep less. It’s hard for teenagers to fall asleep naturally before 10:30 p.m., and most can’t make it up on the other end when the school day begins; 40 percent of high schools open their doors before 8 a.m.\u003c/p>\n\u003cp>Some schools are taking the advice of the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/10/07/pediatricians-say-school-should-start-later-for-teens-health/\">American Academy of Pediatrics\u003c/a> and are delaying the start of the school day to better fit with adolescent sleep cycles. According to Stacy Simera, the outreach director for Start School Later Inc., “the number of schools opening later has grown exponentially,” with positive results.\u003c/p>\n\u003cp>Researchers at the University of Minnesota who \u003ca href=\"http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2656315/\">studied\u003c/a> the impact of later start times in eight high schools found improvements in grades, attendance and punctuality, as well as a 70 percent reduction in auto accidents.\u003c/p>\n\u003cp>“It’s doable,” Simera says. “Superintendents and teachers are afraid it’s going to throw a wrench into everything, but hundreds of schools have adjusted,” she says.\u003c/p>\n\u003cp>\u003cstrong>BUILD MINDFULNESS INTO THE SCHOOL DAY\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Taking time to breathe deeply, slow down the mind and focus on the moment can lengthen attention spans and promote emotional control, and some schools are beginning to fold \u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/17/low-income-schools-see-big-benefits-in-teaching-mindfulness/\">mindfulness training \u003c/a>into the school day. Dr. Amy Saltzman, director of the Association for Mindfulness in Education, says that schools in all 50 states and around the world have started to teach children mindfulness.\u003c/p>\n\u003cp>The surge in children diagnosed with ADHD, depression and anxiety, as well as the growing body of evidence on the benefits of mindfulness, have prompted educators to bring the exercise to school. “There’s more awareness of the need,” Saltzman says.\u003c/p>\n\u003cp>\u003cstrong>LIMIT TECHNOLOGY AND ENCOURAGE FUN\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>One of the simplest ways for teachers to encourage a healthy mindset among their students is to take small steps in the classroom that work against harmful cultural pressures. To encourage breaks from screens, for example, \u003ca href=\"http://pernillesripp.com/2015/05/20/why-i-will-be-going-device-free-in-my-byod-school/\">teachers can set up tech-free spaces or times in class\u003c/a>. Publicly limiting their own reliance on phones and computers also models the message that happiness isn’t found in “likes” or tweets.\u003c/p>\n\u003cp>And asking kids what they enjoy doing, then encouraging them to pursue those interests, permits children and teens to start valuing their own preferences, separate and apart from what presumably “looks good” to colleges. “This encourages kids to learn about themselves,” Koss says.\u003c/p>\n\u003cp>\u003cstrong>TAKE HAPPINESS SERIOUSLY\u003c/strong>\u003c/p>\n\u003cp>Hundreds of teachers in 43 states around the country are taking part in the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/04/29/exploring-the-idea-of-happiness-as-part-of-school-work/\">Global Happiness Project\u003c/a>, a loosely structured endeavor in which students are invited to consider the nature of happiness and to assess its prevalence in their community. In keeping with the program’s purpose, teachers are tailoring the assignment to fit the special circumstances of their classes.\u003c/p>\n\u003cp>A teacher in Cleveland, for example, advises her students to develop a \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/28/the-difference-between-praise-and-feedback/\">growth mindset \u003c/a>when it comes to learning, so that they’ll look at a bad test grade as a temporary setback and learning opportunity rather than a mark of permanent failure. An instructor in Rochester, Indiana, encourages her students to analyze Thornton Wilder’s \"Our Town\" in terms of the characters’ and community’s happiness, and then to develop a service project that will try to deliver more happiness to the town.\u003c/p>\n\u003cp>By integrating ideas about happiness and the good life into the school curriculum, teachers are encouraging children to value their feelings and to take control of their lives.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>By the time he entered second grade, Eric had already witnessed graphic violence and watched as his family fell apart. He’d been moved to a new state and a new home, but he wasn’t thriving, especially in school. Eric’s reading level was measured in single digits -- that is, below the 10\u003csup>th\u003c/sup> percentile for children his age.\u003c/p>\n\u003cp>“He was so preoccupied by the trauma he’d experienced that it was impairing his learning,” says Steve Lepinski, who followed Eric’s progress.\u003c/p>\n\u003cp>Lepinski runs the \u003ca href=\"https://washburn.org/\">Washburn Center for Children\u003c/a>, a mental health provider in Minnesota that handled Eric’s case. After receiving intensive therapy, Eric (not his real name) saw his reading level jump to the 90\u003csup>th\u003c/sup> percentile for his age group. Now “he’s just doing normal third-grade things,” Lepinski adds.\u003c/p>\n\u003cp>Trauma can be one cause of mental health issues among kids, but there are other sources. Emotional problems are linked to poverty, according to an \u003ca href=\"http://pediatrics.aappublications.org/content/135/2/384.short\">American Academy of Pediatrics study\u003c/a>, and 20 percent of children live in poverty. The same study notes that children whose parents serve in the military are more likely to experience emotional trouble, especially when parents deploy and return.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Fortunately, there are better diagnostics and a greater sensitivity by parents and pediatricians to kids’ well-being; what might have been ignored and untreated decades ago is more apt to be spotted and tended to today. But the attention to these diagnoses also uncovers the reality that the youth population feels vulnerable and dislocated.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The hurly-burly of modern life plays a part. Dr. Debra Koss, a child psychiatrist in Sparta, N.J., who has been treating kids for more than 20 years, believes that both teenagers and families face more external pressure and stress today than they did years ago.\u003c/p>\n\u003cp>Part of that’s from the explosion in technology, especially in the proliferation in phone, computer and TV screens, which eat up an estimated five to seven hours of the average child’s day. That time spent inert in front of a screen is time not spent socializing, or playing sports, or getting out into the world, all of which contribute to healthy emotional development, Koss says.\u003c/p>\n\u003cp>Also, ruthless social media sites like\u003ca href=\"http://www.nytimes.com/2015/03/09/technology/popular-yik-yak-app-confers-anonymity-and-delivers-abuse.html\"> Yik Yak\u003c/a>, where kids post anonymous comments about their peers, can be devastating to children’s well-being. “They have a terrible impact on self-esteem and social relationships,” Koss says.\u003c/p>\n\u003cp>Developments in neuroscience should be helping to shape cultural expectations for kids, but so far the research has failed to activate much change. Adolescents are \u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/29/why-teens-are-impulsive-addiction-prone-and-should-protect-their-brains/\">wired\u003c/a> for short-term pleasures, feeling emotions more intensely and tending to act on impulse. But they’re quizzed about careers and college majors when they’ve just made it to high school, long before their brains have matured sufficiently to make thoughtful long-term decisions.\u003c/p>\n\u003cp>“We’re expecting a level of decision-making and abstract thinking that’s not in keeping with where brain development is,” Koss says.\u003c/p>\n\u003caside class=\"pullquote alignright\">Now, when a student acts up, the teacher’s first thought isn’t to complain about the kid’s bad behavior, but to think ‘I wonder what’s going on with him?’\u003c/aside>\n\u003cp>Warped cultural pressure on kids to perform beyond their capabilities is stressful and demoralizing, forcing kids to grow up too fast. The fact that this generation has been subjected to more standardized testing than any other can adds to the anxiety. “These external goals and messages” -- \u003ca href=\"http://www.theatlantic.com/education/archive/2014/06/most-kids-believe-that-achievement-trumps-empathy/373378/\">from parents\u003c/a>, schools, college applications and social media -- \"create unreasonable expectations,” she says. All of this contributes to adolescent depression, anxiety and other mental health concerns.\u003c/p>\n\u003cp>What’s the proper role for schools in attending to children’s mental health? Some educators and mental health experts have pushed schools to get more involved in preventing emotional and behavior problems and spotting those kids who need help, so that they can be steered toward professionals who can help them. Mental health problems often reveal themselves early in life, and the sooner they’re treated, the thinking goes, the better the outcomes.\u003c/p>\n\u003cp>Teachers’ everyday contact with children puts them in a position to pick out those who might be struggling and who could benefit from professional help. And because, as Koss says, “academic failure is a real consequence of mental illness,” teachers and school officials may have no choice but to confront these problems.\u003c/p>\n\u003cp>The following initiatives have been adopted in various states and schools to help identify, and even treat, those children in need.\u003c/p>\n\u003cp>\u003cstrong>SCHOOL-BASED MENTAL HEALTH CARE \u003c/strong>\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>One of the most ambitious approaches for treating children has been adopted in Minnesota, where mental health professionals provide treatment for such problems within the schools. The Minnesota system, which began in 2007 as a small pilot program and has since spread to 645 schools in 71 counties, removes the barriers that often keep children from getting the help they need: transportation to and from appointments, insurance coverage and lengthy waits for appointments.\u003c/p>\n\u003cp>This approach represents a radical departure from the typical way schools have handled troubled children, wherein school officials notify parents of a potential problem and then depend on parents to take action. Today, Minnesota has the largest school-based mental health program in the country.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Because the mental health providers are present and available, the stigma attached to getting help has lessened for kids. The method also helps therapists better evaluate their patients, because they see them in their natural environment. Teachers and school principals also welcome in-house clinicians, Lepinski says, through their interactions with the clinicians. Turf battles between “outside” mental health providers and “inside” school nurses, social workers or special education teachers is minimized because they all recognize the important role each plays in identifying and treating students.\u003c/p>\n\u003cp>And helping drive success -- or allay parents’ fears -- is the fact that the children’s mental health records are kept private from teachers and school administrators, under HIPPA laws.\u003c/p>\n\u003cp>During the first five years of the program, practitioners found that more than half of the children treated by therapists or mental health professionals in school were seeing someone for the first time, and half of these same children were getting treatment for a serious mental illness. Without the ordinary barriers to getting help, most kids completed their treatment, Lepinski says. Further, the impact of the treatment was reflected in a decline in suspension rates, absences and frequency of emotional problems.\u003c/p>\n\u003cp>Meanwhile, attendance rates have crept up. And with a full-time mental health professional on staff, the culture of these schools has become more sensitive to the role of mental health in learning. “Now, when a student acts up, the teacher’s first thought isn’t to complain about the kid’s bad behavior, but to think ‘I wonder what’s going on with him?’ ” Lepinski says.\u003c/p>\n\u003cp>\u003cstrong>OFFER MENTAL HEALTH SCREENING\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Testing for emotional well-being is one way of identifying troubled kids, and some schools have started using them after a crisis, or even preventively. One of the most widely used screens, the Columbia-Suicide Severity Rating Scale, or C-SSRA, is a brief survey that has been shown to identify accurately individuals at risk of suicide. In Tennessee, schools started asking the state for help in preventing suicide or managing in the aftermath, and the state responded by offering districts the C-SSRA.\u003c/p>\n\u003cp>More than 5,000 such screens were carried out with kids of all ages after crises since July, says Melissa Sparks, a registered nurse in Tennessee who helps oversee the state screens. Tennessee also uses what’s called a \u003ca href=\"http://www.tnvoices.org/youth-screen/\">Youth Screen\u003c/a> as a way of identifying mental health problems early. Of the 221 teenagers whose parents consented to their children’s screening since July, 75 kids were found to have a mental health or substance abuse problem.\u003c/p>\n\u003cp>\u003cstrong>INCLUDE EXERCISE IN THE SCHOOL DAY\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Aerobic exercise is good for mental health; it reduces stress, improves attention and buoys the mood. But as school budgets have grown tighter, schools are \u003ca href=\"http://www.nytimes.com/2012/07/11/education/even-as-schools-battle-obesity-physical-education-is-sidelined.html\">dropping gym class\u003c/a> and recess for more time in the classroom. This trend undermines student well-being and achievement, says Dr. Lawrence Steinberg, author of \"\u003ca href=\"http://www.amazon.com/Age-Opportunity-Lessons-Science-Adolescence/dp/1491546611\">Age of Opportunity: Lessons From the New Science of Adolescence\u003c/a>.\" Steinberg believes that schools should include an hour of exercise in the daily curriculum, because physical activity improves academic performance and mental health.\u003c/p>\n\u003cp>Steinberg is not alone: The Institute of Medicine challenges schools to work an hour of exercise into the school day, offering suggestions and games for teachers to boost activity. Its \u003ca href=\"http://resources.iom.edu/FNB/infographic/get60minutes.html\">interactive website\u003c/a> offers tips on how to arrange the classroom to make space for physical activity, so that kids don’t spend all day at their desks, and offers ideas on how to make recess and gym class more active and engaging for kids.\u003c/p>\n\u003cp>\u003cstrong>ALLOW KIDS TO SLEEP IN\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Teenagers don’t sleep enough, and that deficit affects their mental health as well as their \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/11/why-sleeping-may-be-more-important-than-studying/\">ability to calculate or compose a sentence\u003c/a>. The recommended amount of sleep for children and adolescents is 8.5 to 9.5 hours a night, but up to 87 percent of high school kids sleep less. It’s hard for teenagers to fall asleep naturally before 10:30 p.m., and most can’t make it up on the other end when the school day begins; 40 percent of high schools open their doors before 8 a.m.\u003c/p>\n\u003cp>Some schools are taking the advice of the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/10/07/pediatricians-say-school-should-start-later-for-teens-health/\">American Academy of Pediatrics\u003c/a> and are delaying the start of the school day to better fit with adolescent sleep cycles. According to Stacy Simera, the outreach director for Start School Later Inc., “the number of schools opening later has grown exponentially,” with positive results.\u003c/p>\n\u003cp>Researchers at the University of Minnesota who \u003ca href=\"http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2656315/\">studied\u003c/a> the impact of later start times in eight high schools found improvements in grades, attendance and punctuality, as well as a 70 percent reduction in auto accidents.\u003c/p>\n\u003cp>“It’s doable,” Simera says. “Superintendents and teachers are afraid it’s going to throw a wrench into everything, but hundreds of schools have adjusted,” she says.\u003c/p>\n\u003cp>\u003cstrong>BUILD MINDFULNESS INTO THE SCHOOL DAY\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Taking time to breathe deeply, slow down the mind and focus on the moment can lengthen attention spans and promote emotional control, and some schools are beginning to fold \u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/17/low-income-schools-see-big-benefits-in-teaching-mindfulness/\">mindfulness training \u003c/a>into the school day. Dr. Amy Saltzman, director of the Association for Mindfulness in Education, says that schools in all 50 states and around the world have started to teach children mindfulness.\u003c/p>\n\u003cp>The surge in children diagnosed with ADHD, depression and anxiety, as well as the growing body of evidence on the benefits of mindfulness, have prompted educators to bring the exercise to school. “There’s more awareness of the need,” Saltzman says.\u003c/p>\n\u003cp>\u003cstrong>LIMIT TECHNOLOGY AND ENCOURAGE FUN\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>One of the simplest ways for teachers to encourage a healthy mindset among their students is to take small steps in the classroom that work against harmful cultural pressures. To encourage breaks from screens, for example, \u003ca href=\"http://pernillesripp.com/2015/05/20/why-i-will-be-going-device-free-in-my-byod-school/\">teachers can set up tech-free spaces or times in class\u003c/a>. Publicly limiting their own reliance on phones and computers also models the message that happiness isn’t found in “likes” or tweets.\u003c/p>\n\u003cp>And asking kids what they enjoy doing, then encouraging them to pursue those interests, permits children and teens to start valuing their own preferences, separate and apart from what presumably “looks good” to colleges. “This encourages kids to learn about themselves,” Koss says.\u003c/p>\n\u003cp>\u003cstrong>TAKE HAPPINESS SERIOUSLY\u003c/strong>\u003c/p>\n\u003cp>Hundreds of teachers in 43 states around the country are taking part in the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/04/29/exploring-the-idea-of-happiness-as-part-of-school-work/\">Global Happiness Project\u003c/a>, a loosely structured endeavor in which students are invited to consider the nature of happiness and to assess its prevalence in their community. In keeping with the program’s purpose, teachers are tailoring the assignment to fit the special circumstances of their classes.\u003c/p>\n\u003cp>A teacher in Cleveland, for example, advises her students to develop a \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/28/the-difference-between-praise-and-feedback/\">growth mindset \u003c/a>when it comes to learning, so that they’ll look at a bad test grade as a temporary setback and learning opportunity rather than a mark of permanent failure. An instructor in Rochester, Indiana, encourages her students to analyze Thornton Wilder’s \"Our Town\" in terms of the characters’ and community’s happiness, and then to develop a service project that will try to deliver more happiness to the town.\u003c/p>\n\u003cp>By integrating ideas about happiness and the good life into the school curriculum, teachers are encouraging children to value their feelings and to take control of their lives.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Slowing Down to Learn: Mindful Pauses That Can Help Student Engagement",
"title": "Slowing Down to Learn: Mindful Pauses That Can Help Student Engagement",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/02/Closed-Eye.jpg\">\u003cimg class=\"alignnone size-full wp-image-40703\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/02/Closed-Eye.jpg\" alt=\"Closed-Eye\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/02/Closed-Eye.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2015/02/Closed-Eye-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/02/Closed-Eye-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/02/Closed-Eye-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/02/Closed-Eye-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/02/Closed-Eye-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003c/p>\n\u003cp>\u003cem>The excerpt below is from the book “\u003ca href=\"http://books.wwnorton.com/books/Mindfulness-for-Teachers/\">Mindfulness for Teachers: Simple Skills for Peace and Productivity in the Classroom\u003c/a>,” by Patricia A. Jennings. This section is from the chapter entitled \"Orchestrating Classroom Dynamics.\"\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Mindful Wait Time\u003c/strong>\u003c/p>\n\u003cp class=\"p2\">One way to promote engagement and learning is to consciously create pauses throughout the day. We can create a sense of spaciousness in our classroom by slowing down the pace of our speech and punctuating our lessons with silence. Introduced well, this practice can improve classroom discourse.\u003c/p>\n\u003cp class=\"p2\">The speed at which we can process information varies from person to person (Droit-Volet, Meck, & Penney, 2007). Some people process auditory information very quickly, while others tend to have more visual or sensorimotor strengths. In any case, when we have more time to process information, the quality of our thinking and learning improves. Younger children require more time to process than do older children, and adults often forget this as they zoom through content as if they were speaking to other adults. No matter what their ages, when we give our students just a little more time to process information, they learn better.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p2\">When I introduce this idea to teachers, I often hear concerns that they will be wasting valuable time doing nothing. It’s important to recognize that during the pauses, you and your students are not “doing nothing.” Your students may be considering several alternatives; they may be mulling a picture over in their mind; they may be making associations, comparisons, and contrasts. They may be trying to drudge up the right word from their vocabulary. When we give them this time, their processing becomes richer, deeper, and more abstract. When you rush through a lesson, you may deliver content more quickly and efficiently, but your students may not absorb the content very well, if at all.\u003c/p>\n\u003cp>[contextly_sidebar id=\"6U200PQEeF6bShcsDF9b3wsW0AV2R0SI\"]\u003c/p>\n\u003cp class=\"p2\">The added bonus of these pause punctuations is that they give us as teachers a few moments to practice mindfulness. When this becomes an intentional part of our lessons, we can take the time to notice our body in space, the whole classroom, each student, and the small details that surrounds us, in the present moment. We give ourselves a short break—a micro-vacation from the constant activity of a busy classroom.\u003c/p>\n\u003cp class=\"p2\">We can use the time to tune in to ourselves and our students. We can ask ourselves, “How am I feeling right now? How are the students feeling? What’s happening right now? What do my students need? How can I explain this better?” By taking mindful pauses, we are modeling mindful behavior for our students and letting us all have some time to process the information we are exploring together.\u003c/p>\n\u003cp class=\"p2\">Typically we pause after we ask a question and before we call on someone to answer. Most of the time, this pause is only about one second long. Students who process information quickly are at an advantage under these conditions. They tend to be the ones who always raise their hands immediately. While the speedy students are answering the question, the slower students are still trying to process the question, so they may not hear and comprehend the answer or be able to assimilate it into their existing knowledge. If the quick pace of the session continues, some students may feel left behind.\u003c/p>\n\u003cp class=\"p2\">However, educational researchers have discovered that if the pause between the teacher’s question and the student’s answer lasts between three and five seconds, significant changes occur in student behavior (Rowe, 1987). Students are more likely to respond appropriately to the questions, answer the questions correctly, and offer longer and more complex answers. There are fewer “I don’t know” or non-answer responses. Over time, many more students show higher levels of engagement (Honea, 1982; Swift & Gooding, 1983) and achievement test scores and school retention levels increase (Tobin & Capie, 1982).\u003c/p>\n\u003cp class=\"p2\">Wait time has a positive effect on teachers as well. With conscious use of wait time, teachers’ questioning strategies become more varied and flexible, and they ask follow-up questions that require more complex information processing and higher-order thinking (Casteel & Stahl, 1973; Rowe, 1972; Stahl, 1990; Tobin, 1987).\u003c/p>\n\u003cp class=\"p2\">Robert Stahl (1990) identified eight categories of wait time. When we formally introduce wait time, these periods of silence are trans- formed from periods of awkwardness into valuable moments of silence. The first category is the type of wait time we’ve already discussed: the time between a teacher’s question and the student’s answer. The other seven are as follows:\u003c/p>\n\u003cp class=\"p2\">\u003ci>Within-student’s-response pause time\u003c/i>. This is a three-second or longer pause that occurs when a student pauses or hesitates during the process of delivering a response to a teacher’s question. Teachers tend to interrupt students when they are thinking through their answers and take time to pause. However, when given the time, students often follow these periods of silence by successfully completing their responses.\u003c/p>\n\u003cp class=\"p2\">\u003ci>Post-student’s-response wait time\u003c/i>. This is a pause after a student has finished a response and other students are considering adding comments or reactions. This gives the other students time to think about what was said and to decide if they have anything to add.\u003c/p>\n\u003cp class=\"p2\">\u003ci>Student pause time\u003c/i>. This is a pause after a student has initiated a question, statement, or comment but doesn’t complete the thought. It may seem strange to formalize this type of pause, but this situation arises more often than we might realize because the tendency is to ignore the question rather than allow for a pause. This happens to me a lot. I have a thought, idea, or question. I’m getting ready to tell someone, and my mind goes blank. I can’t remember what I was going to say. When this happens to one of our students, we can give ourselves and the student a little time to recover, rather than just letting it drop.\u003c/p>\n\u003cp class=\"p2\">\u003ci>Teacher pause time\u003c/i>. This is a pause that the teacher intentionally initiates to consider what is happening, appraise the situation, and consider the best course of action. A particularly beneficial time for a teacher to pause is when a student has asked a question and the answer requires a complex answer. Taking time to consider how to frame the answer can improve student learning.\u003c/p>\n\u003cp class=\"p2\">\u003ci>Within-teacher-presentation pause time\u003c/i>. This is a pause that the teacher intentionally initiates during lecture presentations or other extended periods of content output. The teacher intentionally stops the flow of information to give students three to five seconds of silence to absorb the information and to consolidate their thinking. This type of pause requires no response from the students; it’s simply processing time. Using silence this way, teachers can chunk their content into bite-sized pieces to help students absorb and process the information better.\u003c/p>\n\u003cp class=\"p2\">\u003ci>Student task completion work time\u003c/i>. This is pause time intended to allow students to complete an academic task that demands undivided attention. The length of the pause should be related to the time it takes to complete a task. The challenge involved in this type of pause is how to handle the variation in completion time among students. If students learn the value of pausing and some of them finish early, they can use the time to extend their thinking about the subject in some way.\u003c/p>\n\u003cp class=\"p2\">\u003ci>Impact pause time\u003c/i>. This is the use of pause time to create impact or drama. When we pause, we can create a mood of anticipation. A dramatic pause can generate feelings of suspense and expectation.\u003c/p>\n\u003cp class=\"p2\">Wait time can be challenging. Many of us get so excited about sharing our own thoughts and ideas that we tend to interrupt students, leaving no space in the discussion for students to process information and respond thoughtfully. In the skill-building practices at the end of this chapter, you will learn more about how to apply wait time in your classroom.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/tishjennings\">Patricia A. Jennings\u003c/a> is an associate professor at the \u003ca href=\"http://curry.virginia.edu/about/directory/patricia-a.-jennings\">Curry School of Education at the University of Virginia\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/02/Closed-Eye.jpg\">\u003cimg class=\"alignnone size-full wp-image-40703\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/02/Closed-Eye.jpg\" alt=\"Closed-Eye\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/02/Closed-Eye.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2015/02/Closed-Eye-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/02/Closed-Eye-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/02/Closed-Eye-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/02/Closed-Eye-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/02/Closed-Eye-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003c/p>\n\u003cp>\u003cem>The excerpt below is from the book “\u003ca href=\"http://books.wwnorton.com/books/Mindfulness-for-Teachers/\">Mindfulness for Teachers: Simple Skills for Peace and Productivity in the Classroom\u003c/a>,” by Patricia A. Jennings. This section is from the chapter entitled \"Orchestrating Classroom Dynamics.\"\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Mindful Wait Time\u003c/strong>\u003c/p>\n\u003cp class=\"p2\">One way to promote engagement and learning is to consciously create pauses throughout the day. We can create a sense of spaciousness in our classroom by slowing down the pace of our speech and punctuating our lessons with silence. Introduced well, this practice can improve classroom discourse.\u003c/p>\n\u003cp class=\"p2\">The speed at which we can process information varies from person to person (Droit-Volet, Meck, & Penney, 2007). Some people process auditory information very quickly, while others tend to have more visual or sensorimotor strengths. In any case, when we have more time to process information, the quality of our thinking and learning improves. Younger children require more time to process than do older children, and adults often forget this as they zoom through content as if they were speaking to other adults. No matter what their ages, when we give our students just a little more time to process information, they learn better.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p2\">When I introduce this idea to teachers, I often hear concerns that they will be wasting valuable time doing nothing. It’s important to recognize that during the pauses, you and your students are not “doing nothing.” Your students may be considering several alternatives; they may be mulling a picture over in their mind; they may be making associations, comparisons, and contrasts. They may be trying to drudge up the right word from their vocabulary. When we give them this time, their processing becomes richer, deeper, and more abstract. When you rush through a lesson, you may deliver content more quickly and efficiently, but your students may not absorb the content very well, if at all.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp class=\"p2\">The added bonus of these pause punctuations is that they give us as teachers a few moments to practice mindfulness. When this becomes an intentional part of our lessons, we can take the time to notice our body in space, the whole classroom, each student, and the small details that surrounds us, in the present moment. We give ourselves a short break—a micro-vacation from the constant activity of a busy classroom.\u003c/p>\n\u003cp class=\"p2\">We can use the time to tune in to ourselves and our students. We can ask ourselves, “How am I feeling right now? How are the students feeling? What’s happening right now? What do my students need? How can I explain this better?” By taking mindful pauses, we are modeling mindful behavior for our students and letting us all have some time to process the information we are exploring together.\u003c/p>\n\u003cp class=\"p2\">Typically we pause after we ask a question and before we call on someone to answer. Most of the time, this pause is only about one second long. Students who process information quickly are at an advantage under these conditions. They tend to be the ones who always raise their hands immediately. While the speedy students are answering the question, the slower students are still trying to process the question, so they may not hear and comprehend the answer or be able to assimilate it into their existing knowledge. If the quick pace of the session continues, some students may feel left behind.\u003c/p>\n\u003cp class=\"p2\">However, educational researchers have discovered that if the pause between the teacher’s question and the student’s answer lasts between three and five seconds, significant changes occur in student behavior (Rowe, 1987). Students are more likely to respond appropriately to the questions, answer the questions correctly, and offer longer and more complex answers. There are fewer “I don’t know” or non-answer responses. Over time, many more students show higher levels of engagement (Honea, 1982; Swift & Gooding, 1983) and achievement test scores and school retention levels increase (Tobin & Capie, 1982).\u003c/p>\n\u003cp class=\"p2\">Wait time has a positive effect on teachers as well. With conscious use of wait time, teachers’ questioning strategies become more varied and flexible, and they ask follow-up questions that require more complex information processing and higher-order thinking (Casteel & Stahl, 1973; Rowe, 1972; Stahl, 1990; Tobin, 1987).\u003c/p>\n\u003cp class=\"p2\">Robert Stahl (1990) identified eight categories of wait time. When we formally introduce wait time, these periods of silence are trans- formed from periods of awkwardness into valuable moments of silence. The first category is the type of wait time we’ve already discussed: the time between a teacher’s question and the student’s answer. The other seven are as follows:\u003c/p>\n\u003cp class=\"p2\">\u003ci>Within-student’s-response pause time\u003c/i>. This is a three-second or longer pause that occurs when a student pauses or hesitates during the process of delivering a response to a teacher’s question. Teachers tend to interrupt students when they are thinking through their answers and take time to pause. However, when given the time, students often follow these periods of silence by successfully completing their responses.\u003c/p>\n\u003cp class=\"p2\">\u003ci>Post-student’s-response wait time\u003c/i>. This is a pause after a student has finished a response and other students are considering adding comments or reactions. This gives the other students time to think about what was said and to decide if they have anything to add.\u003c/p>\n\u003cp class=\"p2\">\u003ci>Student pause time\u003c/i>. This is a pause after a student has initiated a question, statement, or comment but doesn’t complete the thought. It may seem strange to formalize this type of pause, but this situation arises more often than we might realize because the tendency is to ignore the question rather than allow for a pause. This happens to me a lot. I have a thought, idea, or question. I’m getting ready to tell someone, and my mind goes blank. I can’t remember what I was going to say. When this happens to one of our students, we can give ourselves and the student a little time to recover, rather than just letting it drop.\u003c/p>\n\u003cp class=\"p2\">\u003ci>Teacher pause time\u003c/i>. This is a pause that the teacher intentionally initiates to consider what is happening, appraise the situation, and consider the best course of action. A particularly beneficial time for a teacher to pause is when a student has asked a question and the answer requires a complex answer. Taking time to consider how to frame the answer can improve student learning.\u003c/p>\n\u003cp class=\"p2\">\u003ci>Within-teacher-presentation pause time\u003c/i>. This is a pause that the teacher intentionally initiates during lecture presentations or other extended periods of content output. The teacher intentionally stops the flow of information to give students three to five seconds of silence to absorb the information and to consolidate their thinking. This type of pause requires no response from the students; it’s simply processing time. Using silence this way, teachers can chunk their content into bite-sized pieces to help students absorb and process the information better.\u003c/p>\n\u003cp class=\"p2\">\u003ci>Student task completion work time\u003c/i>. This is pause time intended to allow students to complete an academic task that demands undivided attention. The length of the pause should be related to the time it takes to complete a task. The challenge involved in this type of pause is how to handle the variation in completion time among students. If students learn the value of pausing and some of them finish early, they can use the time to extend their thinking about the subject in some way.\u003c/p>\n\u003cp class=\"p2\">\u003ci>Impact pause time\u003c/i>. This is the use of pause time to create impact or drama. When we pause, we can create a mood of anticipation. A dramatic pause can generate feelings of suspense and expectation.\u003c/p>\n\u003cp class=\"p2\">Wait time can be challenging. Many of us get so excited about sharing our own thoughts and ideas that we tend to interrupt students, leaving no space in the discussion for students to process information and respond thoughtfully. In the skill-building practices at the end of this chapter, you will learn more about how to apply wait time in your classroom.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/tishjennings\">Patricia A. Jennings\u003c/a> is an associate professor at the \u003ca href=\"http://curry.virginia.edu/about/directory/patricia-a.-jennings\">Curry School of Education at the University of Virginia\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "What Believing in the Possibilities Can Do For Learning and Teaching",
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"content": "\u003cfigure id=\"attachment_38778\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/Positive-mindset.gif\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/Positive-mindset.gif\" alt=\"iStock\" width=\"640\" height=\"960\" class=\"size-full wp-image-38778\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">iStock\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Thom Markham\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">In medicine, the placebo effect is well known, but still mysterious. Through some unknown connection between mind and body, placebos produce changes in brain states, immune systems, blood pressure and hormone levels. Although most of us think of a placebo as a sugar pill, in fact it’s any intervention in which beliefs produce measurable changes in physiology, and thus performance.\u003c/p>\n\u003cp>Here’s a typical \u003ca href=\"http://www.nytimes.com/2014/10/26/magazine/what-if-age-is-nothing-but-a-mind-set.html\">example\u003c/a>: When adults enter a flight simulator and take on the role of Air Force pilots flying a plane, their eyesight improves 40 percent more than adults who just \"pretend\" to fly a plane in a broken simulator. Something in the belief system shifts the body.\u003c/p>\n\u003cp>Results from research into the \u003ca href=\"http://www.mindsetworks.com/webnav/whatismindset.aspx\">growth mindset\u003c/a> tell us that placebos have finally hit the classroom. When students are informed that it’s possible to improve their IQ, they respond by \u003cem>improving their IQ\u003c/em>. A simple message of possibility opens the door to an improvement in brain function. When distance-learning students in west Texas used an avatar from Second Life to attend virtual meetings, their new personas gave them permission to change their behavior. They turned into noticeably different and more attentive students than in person.\u003c/p>\n\u003cp>[contextly_sidebar id=\"H8nKqJI5A4rW9DPibjMl7QHTlaIq7Wkn\"]\u003c/p>\n\u003cp>What’s the takeaway from the placebo phenomenon? More than anything, the results tell us that \u003cem>beliefs\u003c/em> matter, perhaps much more than we realize. In many cases, the chief message of placebo research is that focusing on using the mind and beliefs to power up the brain and body is the key to better learning in the future. This approach requires that we take more seriously the latest research showing that intentional, placebo-like interventions also work.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>This \"open\" placebo research is the realm of \u003ca href=\"http://www.positivepsychology.org/\">positive psychology\u003c/a>, mindfulness, studies on kindness and so forth. That is, powerful, \u003ca href=\"http://www.unc.edu/peplab/publications/Fredrickson_AmPsych_2001.pdf\">positive beliefs\u003c/a> openly transmitted to others result in positive thinking, brighter attitudes, a greater sense of well-being and other indicators of a more alert, resilient, and balanced individual. While it’s difficult to track the corresponding brain changes, we can be sure that a student exhibiting these qualities is NOT in a flight or fight, stressful mode. Rather, the brain is freed to invent, solve and investigate.\u003c/p>\n\u003cp>To get at this kind of depth in teaching is not difficult, except for the awkward fact that education has yet to escape the \"empty vessel\" metaphor. We continue to insist that filling up students with information constitutes good learning. That’s why moving to a more inquiry-based, personalized and student-driven system — the face of the future — feels slow and fitful. But every teacher can begin to import this new thinking into the classroom by conveying the primary message that \u003cem>relationships matter\u003c/em> in ways that far exceed our prior beliefs. Here’s why:\u003c/p>\n\u003cp>\u003cstrong>The invisible connection. \u003c/strong>Beliefs and attitudes are transmitted through words, body language and facial expressions. But that’s the obvious part, and it’s increasingly clear that connections go deeper than science can capture. Neuroplasticity studies show that the brain is a dynamic organ in constant flux, and is exquisitely responsive to nuance. Neuronal networks are being built or discarded in the course of one conversation. The neurons themselves each contain 2-3 feet of DNA that control gene expression, meaning that culture and conversation ultimately have permanent effects on the brain. And the deeper work on consciousness by leading scientists points to ever-changing quantum activity at the subcellular level generated by beliefs and thoughts.\u003c/p>\n\u003cp>\u003cstrong>Positive, sincere beliefs matter. \u003c/strong>This is territory virtually unexplored in education, but the latest research is clear: The body and brain respond favorably to care, sincerity and unconditional acceptance, which are relayed through the heart and vagal system to the brain. So it’s not enough to smile (fake smiles don’t work, anyway) and say the right words unless you believe them wholeheartedly. Inquiry and innovation rely on a high-functioning brain activated by care and acceptance.\u003c/p>\n\u003cp>\u003cstrong>The Fifth \"C\" is critical. \u003c/strong>Currently, we intend to deliver the Big Four 21\u003csup>st\u003c/sup> century skills (collaboration, communication, critical thinking and creativity) much like we teach the photosynthesis cycle or the causes of the Civil War. They’re outcomes of an instructional process. This is magical thinking. These skills are deeply rooted in attitude, confidence, empathy, openness, and curiosity — the province of \u003cem>character\u003c/em>. How do we move upstream, get as close to the source as possible and elicit these qualities?\u003c/p>\n\u003cp>Studies on resiliency point the way. Resiliency is commonly viewed as an antidote to stress or an intervention for at-risk students. But in a chaotic, 21\u003csup>st\u003c/sup> century world, resiliency becomes a broader term that encompasses balance, persistence and awareness. And the research is clear: These aspects of character are evoked in students through a strong mentor relationship with an adult who cares, listens and offers nonjudgmental coaching and feedback.\u003c/p>\n\u003cp>In other words, if we want to get to skills, we’ll have to start with personal strengths. That means that 21\u003csup>st\u003c/sup> century teachers must put powerful, positive relationships at the center of their mission.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Thom Markham is a psychologist, school redesign consultant and the author of the\u003c/em>\u003cem> \u003c/em>\u003cem>\u003ca href=\"http://www.amazon.com/Project-Based-Learning-Design-Coaching/dp/1616233613/ref=sr_1_3?s=books&ie=UTF8&qid=1334257826&sr=1-3\">Project Based Learning Design and Coaching Guide: Expert tools for inquiry and innovation for K-12 educators\u003c/a>. Find many more resources on his website,\u003c/em>\u003cem> \u003c/em>\u003cem>\u003ca href=\"http://www.thommarkham.com/\">www.thommarkham.com\u003c/a> \u003c/em>\u003cem>or tweet him @thommarkham\u003cem>.\u003c/em>\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_38778\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/Positive-mindset.gif\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/Positive-mindset.gif\" alt=\"iStock\" width=\"640\" height=\"960\" class=\"size-full wp-image-38778\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">iStock\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Thom Markham\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">In medicine, the placebo effect is well known, but still mysterious. Through some unknown connection between mind and body, placebos produce changes in brain states, immune systems, blood pressure and hormone levels. Although most of us think of a placebo as a sugar pill, in fact it’s any intervention in which beliefs produce measurable changes in physiology, and thus performance.\u003c/p>\n\u003cp>Here’s a typical \u003ca href=\"http://www.nytimes.com/2014/10/26/magazine/what-if-age-is-nothing-but-a-mind-set.html\">example\u003c/a>: When adults enter a flight simulator and take on the role of Air Force pilots flying a plane, their eyesight improves 40 percent more than adults who just \"pretend\" to fly a plane in a broken simulator. Something in the belief system shifts the body.\u003c/p>\n\u003cp>Results from research into the \u003ca href=\"http://www.mindsetworks.com/webnav/whatismindset.aspx\">growth mindset\u003c/a> tell us that placebos have finally hit the classroom. When students are informed that it’s possible to improve their IQ, they respond by \u003cem>improving their IQ\u003c/em>. A simple message of possibility opens the door to an improvement in brain function. When distance-learning students in west Texas used an avatar from Second Life to attend virtual meetings, their new personas gave them permission to change their behavior. They turned into noticeably different and more attentive students than in person.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>What’s the takeaway from the placebo phenomenon? More than anything, the results tell us that \u003cem>beliefs\u003c/em> matter, perhaps much more than we realize. In many cases, the chief message of placebo research is that focusing on using the mind and beliefs to power up the brain and body is the key to better learning in the future. This approach requires that we take more seriously the latest research showing that intentional, placebo-like interventions also work.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This \"open\" placebo research is the realm of \u003ca href=\"http://www.positivepsychology.org/\">positive psychology\u003c/a>, mindfulness, studies on kindness and so forth. That is, powerful, \u003ca href=\"http://www.unc.edu/peplab/publications/Fredrickson_AmPsych_2001.pdf\">positive beliefs\u003c/a> openly transmitted to others result in positive thinking, brighter attitudes, a greater sense of well-being and other indicators of a more alert, resilient, and balanced individual. While it’s difficult to track the corresponding brain changes, we can be sure that a student exhibiting these qualities is NOT in a flight or fight, stressful mode. Rather, the brain is freed to invent, solve and investigate.\u003c/p>\n\u003cp>To get at this kind of depth in teaching is not difficult, except for the awkward fact that education has yet to escape the \"empty vessel\" metaphor. We continue to insist that filling up students with information constitutes good learning. That’s why moving to a more inquiry-based, personalized and student-driven system — the face of the future — feels slow and fitful. But every teacher can begin to import this new thinking into the classroom by conveying the primary message that \u003cem>relationships matter\u003c/em> in ways that far exceed our prior beliefs. Here’s why:\u003c/p>\n\u003cp>\u003cstrong>The invisible connection. \u003c/strong>Beliefs and attitudes are transmitted through words, body language and facial expressions. But that’s the obvious part, and it’s increasingly clear that connections go deeper than science can capture. Neuroplasticity studies show that the brain is a dynamic organ in constant flux, and is exquisitely responsive to nuance. Neuronal networks are being built or discarded in the course of one conversation. The neurons themselves each contain 2-3 feet of DNA that control gene expression, meaning that culture and conversation ultimately have permanent effects on the brain. And the deeper work on consciousness by leading scientists points to ever-changing quantum activity at the subcellular level generated by beliefs and thoughts.\u003c/p>\n\u003cp>\u003cstrong>Positive, sincere beliefs matter. \u003c/strong>This is territory virtually unexplored in education, but the latest research is clear: The body and brain respond favorably to care, sincerity and unconditional acceptance, which are relayed through the heart and vagal system to the brain. So it’s not enough to smile (fake smiles don’t work, anyway) and say the right words unless you believe them wholeheartedly. Inquiry and innovation rely on a high-functioning brain activated by care and acceptance.\u003c/p>\n\u003cp>\u003cstrong>The Fifth \"C\" is critical. \u003c/strong>Currently, we intend to deliver the Big Four 21\u003csup>st\u003c/sup> century skills (collaboration, communication, critical thinking and creativity) much like we teach the photosynthesis cycle or the causes of the Civil War. They’re outcomes of an instructional process. This is magical thinking. These skills are deeply rooted in attitude, confidence, empathy, openness, and curiosity — the province of \u003cem>character\u003c/em>. How do we move upstream, get as close to the source as possible and elicit these qualities?\u003c/p>\n\u003cp>Studies on resiliency point the way. Resiliency is commonly viewed as an antidote to stress or an intervention for at-risk students. But in a chaotic, 21\u003csup>st\u003c/sup> century world, resiliency becomes a broader term that encompasses balance, persistence and awareness. And the research is clear: These aspects of character are evoked in students through a strong mentor relationship with an adult who cares, listens and offers nonjudgmental coaching and feedback.\u003c/p>\n\u003cp>In other words, if we want to get to skills, we’ll have to start with personal strengths. That means that 21\u003csup>st\u003c/sup> century teachers must put powerful, positive relationships at the center of their mission.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Thom Markham is a psychologist, school redesign consultant and the author of the\u003c/em>\u003cem> \u003c/em>\u003cem>\u003ca href=\"http://www.amazon.com/Project-Based-Learning-Design-Coaching/dp/1616233613/ref=sr_1_3?s=books&ie=UTF8&qid=1334257826&sr=1-3\">Project Based Learning Design and Coaching Guide: Expert tools for inquiry and innovation for K-12 educators\u003c/a>. Find many more resources on his website,\u003c/em>\u003cem> \u003c/em>\u003cem>\u003ca href=\"http://www.thommarkham.com/\">www.thommarkham.com\u003c/a> \u003c/em>\u003cem>or tweet him @thommarkham\u003cem>.\u003c/em>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_38588\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/11/preschool_01_custom-b1d3c772afa449936cdb146d5507d67f0851dcb0.jpg\">\u003cimg class=\"size-large wp-image-38588\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/11/preschool_01_custom-b1d3c772afa449936cdb146d5507d67f0851dcb0-640x359.jpg\" alt=\"Preschool students from Nikki Jones' class at Porter Early Childhood Development Center in Tulsa line up in the hallway on their way back from outside play. (John W. Poole/NPR)\" width=\"640\" height=\"359\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Preschool students from Nikki Jones' class at Porter Early Childhood Development Center in Tulsa line up in the hallway on their way back from outside play. (John W. Poole/NPR)\u003c/figcaption>\u003c/figure>\n\u003cp>Listening. Sharing. Following directions. Making friends. Managing big emotions. Planning for the future.\u003c/p>\n\u003cp>A high-quality preschool program \u003ca href=\"http://www.npr.org/blogs/ed/2014/07/14/330761945/teaching-four-year-olds-to-feel-better\">helps children develop\u003c/a> in all these ways. But, \u003ca href=\"http://www.newamerica.org/downloads/11212014_Skills_for_Success_Tooley_Bornfreund.pdf\">a new report argues,\u003c/a> such matters of the heart shouldn't be left behind just as students are learning to tie their shoes.\u003c/p>\n\u003cp>Melissa Tooley and Laura Bornfreund of the New America Foundation write that schools should focus on these same skills, habits, attitudes, and mindsets with older kids. They say research shows they're just as important as academics.\u003c/p>\n\u003cp>[contextly_sidebar id=\"RgtDFxSNCaZi4V36a3UGXxgKS3FmKUVM\"]\u003c/p>\n\u003cp>That bears repeating. Though public schools are currently held accountable for students' scores in math and reading proficiency alone, evidence from both psychology and economics shows that a wide range of non-academic skills play a big role in determining success later in life.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The authors further argue that these attributes aren't coded into DNA. They can be taught, or at least cultivated.\u003c/p>\n\u003cp>Sometimes this means curricula that explicitly cover social and emotional topics. \u003ca href=\"http://education.ufl.edu/behavior-management-resource-guide/tools-for-getting-along-curriculum/\">Tools for Getting Along\u003c/a>, from the University of Florida, has elementary school students doing lessons on how to solve social problems with classmates.\u003c/p>\n\u003cp>The \u003ca href=\"http://www.mindsetworks.com/\">Brainology \u003c/a>curriculum teaches middle schoolers the basics of neuroscience, like the idea that the brain is like a muscle that gets stronger with practice. This is based on research by Stanford psychologist Carol Dweck that learning these facts can increase students' motivation to work hard in class.\u003c/p>\n\u003cp>There is also evidence supporting whole-school approaches, like Responsive Classroom, which changes how teachers and administrators do discipline.\u003c/p>\n\u003cp>Tooley and Bornfreund argue educators should be paying more attention to how schools are building these skills at all ages, and even holding them accountable for it. \"Our goal is to get state and federal policymakers thinking about how to encourage more emphasis on these skills,\" says Tooley.\u003c/p>\n\u003cp>This doesn't mean more high-stakes tests. When it comes to assessing individual students on attributes like \u003ca href=\"http://www.npr.org/blogs/ed/2014/03/17/290089998/does-teaching-kids-to-get-gritty-help-them-get-ahead\">grit\u003c/a>, for example, \"we're not there yet,\" Tooley tells NPR Ed.\u003c/p>\n\u003cp>Instead, she argues, the best tack is to hold entire schools accountable for creating atmospheres that instill or support these qualities. This can be done using tools like school climate surveys and sharing the information publicly.\u003c/p>\n\u003cp>It's a good time to have this conversation. Most states, and the federal government, have expanded access to preschool in the last year. To evaluate those programs, they use a wide palette: classroom observation, self-reporting, and more.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>This report suggests importing some of that more holistic approach to accountability into the higher grades. This doesn't mean replacing an emphasis on academic rigor with something fuzzy and hard to quantify. \"It's a false choice,\" says Tooley. Schools can and should be doing both.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2014 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=What+Every+School+Can+Learn+From+Preschools&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The authors further argue that these attributes aren't coded into DNA. They can be taught, or at least cultivated.\u003c/p>\n\u003cp>Sometimes this means curricula that explicitly cover social and emotional topics. \u003ca href=\"http://education.ufl.edu/behavior-management-resource-guide/tools-for-getting-along-curriculum/\">Tools for Getting Along\u003c/a>, from the University of Florida, has elementary school students doing lessons on how to solve social problems with classmates.\u003c/p>\n\u003cp>The \u003ca href=\"http://www.mindsetworks.com/\">Brainology \u003c/a>curriculum teaches middle schoolers the basics of neuroscience, like the idea that the brain is like a muscle that gets stronger with practice. This is based on research by Stanford psychologist Carol Dweck that learning these facts can increase students' motivation to work hard in class.\u003c/p>\n\u003cp>There is also evidence supporting whole-school approaches, like Responsive Classroom, which changes how teachers and administrators do discipline.\u003c/p>\n\u003cp>Tooley and Bornfreund argue educators should be paying more attention to how schools are building these skills at all ages, and even holding them accountable for it. \"Our goal is to get state and federal policymakers thinking about how to encourage more emphasis on these skills,\" says Tooley.\u003c/p>\n\u003cp>This doesn't mean more high-stakes tests. When it comes to assessing individual students on attributes like \u003ca href=\"http://www.npr.org/blogs/ed/2014/03/17/290089998/does-teaching-kids-to-get-gritty-help-them-get-ahead\">grit\u003c/a>, for example, \"we're not there yet,\" Tooley tells NPR Ed.\u003c/p>\n\u003cp>Instead, she argues, the best tack is to hold entire schools accountable for creating atmospheres that instill or support these qualities. This can be done using tools like school climate surveys and sharing the information publicly.\u003c/p>\n\u003cp>It's a good time to have this conversation. Most states, and the federal government, have expanded access to preschool in the last year. To evaluate those programs, they use a wide palette: classroom observation, self-reporting, and more.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>This report suggests importing some of that more holistic approach to accountability into the higher grades. This doesn't mean replacing an emphasis on academic rigor with something fuzzy and hard to quantify. \"It's a false choice,\" says Tooley. Schools can and should be doing both.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2014 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=What+Every+School+Can+Learn+From+Preschools&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Some schools are \u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/the-importance-of-teaching-mindfulness/\" target=\"_blank\">building mindfulness programs\u003c/a> into their curriculum as part of the effort to build social and emotional skills in addition to academic ones. Studies of mindfulness practice show that when kids focus on what they are feeling at a given moment in time they increase the functioning of the prefrontal cortex, the part of the brain that controls executive functioning and self-regulation. While all kids live in an increasingly distracting world and could benefit from training how to focus, \u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/low-income-schools-see-big-benefits-in-teaching-mindfulness/\" target=\"_blank\">teachers in low-income schools\u003c/a> have found that these kinds of programs are particularly helpful for kids struggling with trauma in their daily lives.\u003c/p>\n\u003cp>Chris McKenna describes his work at \u003ca href=\"http://www.mindfulschools.org/\" target=\"_blank\">Mindful Schools \u003c/a> in this audio interview on \u003ca href=\"http://www.pagatim.com/\" target=\"_blank\">PAGATIM\u003c/a>. For those looking to learn a little more about how mindfulness could benefit teachers and students, it's worth a listen.\u003c/p>\n\u003cp>\u003ciframe width=\"100%\" height=\"166\" scrolling=\"no\" frameborder=\"no\" src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/130999317&color=00aabb&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false\">\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Some schools are \u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/the-importance-of-teaching-mindfulness/\" target=\"_blank\">building mindfulness programs\u003c/a> into their curriculum as part of the effort to build social and emotional skills in addition to academic ones. Studies of mindfulness practice show that when kids focus on what they are feeling at a given moment in time they increase the functioning of the prefrontal cortex, the part of the brain that controls executive functioning and self-regulation. While all kids live in an increasingly distracting world and could benefit from training how to focus, \u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/low-income-schools-see-big-benefits-in-teaching-mindfulness/\" target=\"_blank\">teachers in low-income schools\u003c/a> have found that these kinds of programs are particularly helpful for kids struggling with trauma in their daily lives.\u003c/p>\n\u003cp>Chris McKenna describes his work at \u003ca href=\"http://www.mindfulschools.org/\" target=\"_blank\">Mindful Schools \u003c/a> in this audio interview on \u003ca href=\"http://www.pagatim.com/\" target=\"_blank\">PAGATIM\u003c/a>. For those looking to learn a little more about how mindfulness could benefit teachers and students, it's worth a listen.\u003c/p>\n\u003cp>\u003ciframe width=\"100%\" height=\"166\" scrolling=\"no\" frameborder=\"no\" src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/130999317&color=00aabb&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cimg class=\"aligncenter size-large wp-image-33493\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/177537564-640x426.jpg\" alt=\"177537564\" width=\"640\" height=\"426\">\u003c/p>\n\u003cp class=\"dropcap-serif\">On his first day teaching at Coronado Elementary School in Richmond, Calif., students threw rocks at Jean-Gabrielle Larochette, pretending he was a police officer. He spent fifteen minutes of every class calming down a handful of kids in this low-income-neighborhood public school who wouldn’t follow directions or behave.\u003c/p>\n\u003cp>Larochette began practicing meditation and mindfulness to cope with his own stresses of teaching and supporting traumatized kids. He believed the breathing techniques that helped calm his fears might work for his students too, so he founded the \u003ca href=\"http://mindfullifeproject.org/\">Mindful Life Project\u003c/a>.\u003c/p>\n\u003cp>“Before we can teach a kid how to academically excel in school, we need to teach him how to have stillness, pay attention, stay on task, regulate, make good choices,” said Larochette. “We tell kids be quiet, calm yourself down, be still. We tell them all these things they need in the classroom, but we’re not teaching them how to do that.”\u003c/p>\n\u003cp>The project has since grown and is now being incorporated in a group of elementary schools in Richmond, in an attempt to improve academic performance and create a more positive school culture by teaching students mindfulness. Mindfulness is the ability to exist in the present moment and practicing it often looks like meditation. Schools across the country are beginning to use mindfulness as part of an effort to address the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/teaching-social-and-emotional-skills-in-schools/\">social and emotional needs of children\u003c/a>, improving student achievement in the process.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“When we look at low performing schools it's not that these children are unable to learn, it’s that very often they are unavailable to learn.”\u003c/aside>\n\u003cp>“My hour of lost teaching time because of behavior problems went down to about 15 minutes a day --that meant almost a whole other day of teaching,” Larochette said. “I had to figure out what I could do to bring this to the rest of the schools in our area.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Studies of mindfulness programs in schools have found that regular practice -- even just a few minutes per day -- \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/why-teaching-mindfulness-benefits-students-learning/\">improves student self-control\u003c/a> and increases their classroom participation, respect for others, happiness, optimism, and self-acceptance levels. It can help reduce absenteeism and suspensions too. A mindfulness practice helps reduce activity in the amygdala, the brain’s emotional center responsible for fear and stress reactions.\u003c/p>\n\u003cp>“The other thing we know mindfulness does with the brain is it increases the activity in the prefrontal cortex,” said Vicki Zakrzewski, education director at the \u003ca href=\"http://greatergood.berkeley.edu/\">UC Berkeley Greater Good Science Center\u003c/a>, which studies the science behind mindfulness. “This is where we make our decisions, how we plan, our abstract thinking,” she said.\u003c/p>\n\u003cp>[contextly_sidebar id=\"941dc662ef9fe6b986438df15af83c9c\"]\u003c/p>\n\u003cp>Educators at Nystrom Elementary school in Richmond are seeing some of those positive effects in their students. “This year is much better,” said third-grade teacher Glenna Hamilton. “Last year, it was just horrible.” One of Hamilton’s most disruptive students became more respectful and responsible since he began receiving mindfulness training. “If he does something incorrect, instead of being argumentative with me, he really thinks about it and realizes, ‘I didn’t make a good choice,’ and I see him self-correcting,” she said.\u003c/p>\n\u003cp>Nystrom’s school culture has shifted since the student began mindfulness training, said Principal LeDonna Williams. Students now have a common language to use when they want to calm each other down and fewer students are being sent to her office. When a student does act up, Williams will sometimes ask them to practice mindfulness before she addresses the problem. “Then you see the little fists releasing and their temperament coming down and they’re willing to talk to you a little more candidly about what their issues are,” Williams said. “They use it, they really do and it's nice to see that.”\u003c/p>\n\u003cp>\u003cstrong>COPING MECHANISM FOR TRAUMA\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Many students at Nystrom directly know people who have been killed and others experience trauma secondhand from living in a violent neighborhood. In 2013, there were four homicides, 39 armed robberies and 47 assaults with a deadly weapon reported to the police in South Richmond.\u003c/p>\n\u003cp>“There’s a lot of grief and loss,” Williams said. “A lot of students experience violence on a daily basis, either in the home or in the community. And it’s coming out in their school work, in their interactions with other students, the climate of the school, it affects that.”\u003c/p>\n\u003cfigure id=\"attachment_33501\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-33501\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/Mindfulness2-300x175.jpg\" alt=\"Mindfulness\" width=\"300\" height=\"175\">\u003cfigcaption class=\"wp-caption-text\"> \" credit=\"Katrina Schwartz\u003c/figcaption>\u003c/figure>\n\u003cp>All the schools the Mindful Life Project works with have seen drops in detentions and referrals, said Larochette. At Nystrom, 18 kids accounted for 82 percent of the suspensions. At the beginning of their mindfulness training those kids were suspended 62 times in the first trimester. After three trimesters of mindfulness practice, that rate had dropped to 20.\u003c/p>\n\u003cp>“When we look at low-performing schools it's not that these children are unable to learn, it’s that very often they are unavailable to learn,” said Madeline Kronenberg, a \u003ca href=\"http://www.wccusd.net/site/default.aspx?PageID=1\">West Contra Costa County\u003c/a> school board member. “They’re not able to focus; they’re so fixated on other things that are going on in their lives that it’s difficult for them to be able to find space for learning. Our job is to educate these kids and the way you educate them is that they need to be available to learn.”\u003c/p>\n\u003cp>At Nystrom, students report using mindfulness in a variety of situations. “When there are older kids, we were playing football and he hit me pretty hard on purpose,” said sixth-grader Tayshawn Newman. “We were going to get into a huge argument, and I just said, 'Forget it.' I took a deep breath and said, 'Forget it.'” Another student reported that the mindfulness training makes him feel calmer and that he uses it when he feels like hitting someone. Another boy said he uses his mindfulness practice when he has trouble falling asleep.\u003c/p>\n\u003caside class=\"left\">\u003cem>\u003cstrong>Hear about individual students' experiences with the Mindful Life Project\u003c/strong>\u003c/em>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/130837096\" params=\"color=ff6600&auto_play=false&show_artwork=true\" width=\"100%\" height=\"166\" iframe=\"true\" /]\u003c/p>\n\u003c/aside>\n\u003cp>The mindfulness instructors understand that for many kids the ability to create inward calm is crucial when external quiet is hard to come by.\u003c/p>\n\u003cp>“The idea was to really create a grassroots movement,” said Larochette. “A movement that’s within, that stays within, that solidifies within and then meeting our kids when they get to middle school and high school and sustaining those opportunities and having a mindful life project instead of just mindfulness for eight to 10 weeks or a couple of years.”\u003c/p>\n\u003cp>The project is in the process of finalizing contracts with two of the biggest middle schools in the area. They hope mindfulness will follow elementary school graduates, helping them navigate middle school and eventually high school. Ultimately, Larochette would love to have high school mindfulness students come back to mentor younger students.\u003c/p>\n\u003cp>Check out what the \u003ca href=\"http://mindfullifeproject.org/\" target=\"_blank\">Mindful Life Project\u003c/a> looks like in action.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>[youtube //www.youtube.com/watch?v=2UF4mmTWsnE]\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Studies of mindfulness programs in schools have found that regular practice -- even just a few minutes per day -- \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/why-teaching-mindfulness-benefits-students-learning/\">improves student self-control\u003c/a> and increases their classroom participation, respect for others, happiness, optimism, and self-acceptance levels. It can help reduce absenteeism and suspensions too. A mindfulness practice helps reduce activity in the amygdala, the brain’s emotional center responsible for fear and stress reactions.\u003c/p>\n\u003cp>“The other thing we know mindfulness does with the brain is it increases the activity in the prefrontal cortex,” said Vicki Zakrzewski, education director at the \u003ca href=\"http://greatergood.berkeley.edu/\">UC Berkeley Greater Good Science Center\u003c/a>, which studies the science behind mindfulness. “This is where we make our decisions, how we plan, our abstract thinking,” she said.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Educators at Nystrom Elementary school in Richmond are seeing some of those positive effects in their students. “This year is much better,” said third-grade teacher Glenna Hamilton. “Last year, it was just horrible.” One of Hamilton’s most disruptive students became more respectful and responsible since he began receiving mindfulness training. “If he does something incorrect, instead of being argumentative with me, he really thinks about it and realizes, ‘I didn’t make a good choice,’ and I see him self-correcting,” she said.\u003c/p>\n\u003cp>Nystrom’s school culture has shifted since the student began mindfulness training, said Principal LeDonna Williams. Students now have a common language to use when they want to calm each other down and fewer students are being sent to her office. When a student does act up, Williams will sometimes ask them to practice mindfulness before she addresses the problem. “Then you see the little fists releasing and their temperament coming down and they’re willing to talk to you a little more candidly about what their issues are,” Williams said. “They use it, they really do and it's nice to see that.”\u003c/p>\n\u003cp>\u003cstrong>COPING MECHANISM FOR TRAUMA\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Many students at Nystrom directly know people who have been killed and others experience trauma secondhand from living in a violent neighborhood. In 2013, there were four homicides, 39 armed robberies and 47 assaults with a deadly weapon reported to the police in South Richmond.\u003c/p>\n\u003cp>“There’s a lot of grief and loss,” Williams said. “A lot of students experience violence on a daily basis, either in the home or in the community. And it’s coming out in their school work, in their interactions with other students, the climate of the school, it affects that.”\u003c/p>\n\u003cfigure id=\"attachment_33501\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-33501\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/Mindfulness2-300x175.jpg\" alt=\"Mindfulness\" width=\"300\" height=\"175\">\u003cfigcaption class=\"wp-caption-text\"> \" credit=\"Katrina Schwartz\u003c/figcaption>\u003c/figure>\n\u003cp>All the schools the Mindful Life Project works with have seen drops in detentions and referrals, said Larochette. At Nystrom, 18 kids accounted for 82 percent of the suspensions. At the beginning of their mindfulness training those kids were suspended 62 times in the first trimester. After three trimesters of mindfulness practice, that rate had dropped to 20.\u003c/p>\n\u003cp>“When we look at low-performing schools it's not that these children are unable to learn, it’s that very often they are unavailable to learn,” said Madeline Kronenberg, a \u003ca href=\"http://www.wccusd.net/site/default.aspx?PageID=1\">West Contra Costa County\u003c/a> school board member. “They’re not able to focus; they’re so fixated on other things that are going on in their lives that it’s difficult for them to be able to find space for learning. Our job is to educate these kids and the way you educate them is that they need to be available to learn.”\u003c/p>\n\u003cp>At Nystrom, students report using mindfulness in a variety of situations. “When there are older kids, we were playing football and he hit me pretty hard on purpose,” said sixth-grader Tayshawn Newman. “We were going to get into a huge argument, and I just said, 'Forget it.' I took a deep breath and said, 'Forget it.'” Another student reported that the mindfulness training makes him feel calmer and that he uses it when he feels like hitting someone. Another boy said he uses his mindfulness practice when he has trouble falling asleep.\u003c/p>\n\u003caside class=\"left\">\u003cem>\u003cstrong>Hear about individual students' experiences with the Mindful Life Project\u003c/strong>\u003c/em>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='166'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/130837096&visual=true&color=ff6600&auto_play=false&show_artwork=true'\n title='https://api.soundcloud.com/tracks/130837096'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003c/aside>\n\u003cp>The mindfulness instructors understand that for many kids the ability to create inward calm is crucial when external quiet is hard to come by.\u003c/p>\n\u003cp>“The idea was to really create a grassroots movement,” said Larochette. “A movement that’s within, that stays within, that solidifies within and then meeting our kids when they get to middle school and high school and sustaining those opportunities and having a mindful life project instead of just mindfulness for eight to 10 weeks or a couple of years.”\u003c/p>\n\u003cp>The project is in the process of finalizing contracts with two of the biggest middle schools in the area. 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"content": "\u003cp>We all know by now that meditating benefits us in \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/how-meditating-helps-with-multitasking/\">all kinds of ways\u003c/a>. But who has time to meditate? \u003ca href=\"http://www.martinboroson.info/\">Author Martin Boroson\u003c/a> suggests that taking just one moment out of our busy days to meditate can get us started on the path to becoming more focused and better able to deal with life's events. All it takes is one moment. Who can't spare just one moment?\u003c/p>\n\u003cp>Many \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/why-teaching-mindfulness-benefits-students-learning/\">teachers are starting to incorporate this in their classrooms\u003c/a>, too, giving their students the much-needed break,\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/the-importance-of-teaching-mindfulness/\"> a moment to settle down\u003c/a> before launching again into their next learning adventure.\u003c/p>\n\u003cp>http://www.youtube.com/watch?v=F6eFFCi12v8\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>We all know by now that meditating benefits us in \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/how-meditating-helps-with-multitasking/\">all kinds of ways\u003c/a>. But who has time to meditate? \u003ca href=\"http://www.martinboroson.info/\">Author Martin Boroson\u003c/a> suggests that taking just one moment out of our busy days to meditate can get us started on the path to becoming more focused and better able to deal with life's events. All it takes is one moment. Who can't spare just one moment?\u003c/p>\n\u003cp>Many \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/why-teaching-mindfulness-benefits-students-learning/\">teachers are starting to incorporate this in their classrooms\u003c/a>, too, giving their students the much-needed break,\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/the-importance-of-teaching-mindfulness/\"> a moment to settle down\u003c/a> before launching again into their next learning adventure.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/F6eFFCi12v8'\n title='//www.youtube.com/embed/F6eFFCi12v8'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_31311\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/sudhamshu/3796196256/sizes/z/in/photolist-6MsuTA-iAbjK-5U7fGS-8JHAFC-5hQRMz-2mq91o-2vDEeg-9oMeza-59NahT-djxvgn-7NHiMb-iApoJ-6uevvq-bpq21M-51N4Xt-3JYxRX-7o9bZf-btcQLp-3rmNJX-6o257q-5atGL1-63gCfw-6mi1Hz-5RADuz-6mnb33-7QDNHZ-aWWGd2-FfbjS-5YVi1B-yVhiX-dNnXxC-9RkYMs-6x2qvY-6wm39V-CmWUE-4X1Epn-8qjMZw-6APNeU-9XbWCS-9txRWu-coi9Ub-9oMeEv-7FtRWa-edHsVM-dPtHx9-5XsTxZ-7CFPdx-53roN-5stxq7-p3fe8-52am5w/\">\u003cimg class=\"size-full wp-image-31311\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/3796196256_e43d40aed0_z-e1378938557741.jpg\" alt=\"3796196256_e43d40aed0_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/09/3796196256_e43d40aed0_z-e1378938557741.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/3796196256_e43d40aed0_z-e1378938557741-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/3796196256_e43d40aed0_z-e1378938557741-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>The following is an excerpt from\u003ca href=\"http://www.amazon.com/Learning-Breathe-Mindfulness-Adolescents-Performance/dp/1608827836\">\u003cem> Learning to BREATHE: A Mindfulness Curriculum for Adolescents to Cultivate Emotion Regulation, Attention, and Performance\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>By Patricia C. Broderick, PhD\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">What do children and adolescents need to be successful in life? When this question arises, a common answer is “a good education.” Academic success is the goal that is emphasized in standards-based movements about education reform, and it is currently in the forefront of public consciousness. The most typical benchmarks of academic success include outcomes such as test performance, progress through the educational system, and mastery of content knowledge. However, teachers and therapists who work with youth on a day-to- day basis, and who witness their progress and their struggles, know that there is more to this story.\u003c/p>\n\u003cp>There is little doubt that in addition to academic success, we also want our youth to be happy and well.\u003c/p>\n\u003cp>These goals are far from being disconnected: we now realize the fundamental role that social and emotional well-being play in the attainment of academic outcomes. Learning to channel attention to productive tasks, to sustain motivation when work becomes demanding, and to handle the frustrations of sharing, learning, and communicating with peers are skills that depend on the ability to understand and manage emotions. These are competencies that children and adolescents learn alongside more traditionally academic ones. Demands for these types of interpersonal, intrapersonal, and problem-solving skills increase as students progress through the school years.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Although the emphasis on academic achievement often captures most of the attention in debates on school reform, important inroads are being made by those who take a more holistic approach to education. [Researchers] Wang, Haertel, and Walberg reported that among eleven factors most important for classroom learning, social and emotional factors accounted for eight. Decades of research on empirically based social and emotional learning programs have consistently shown that well-designed and well-implemented prevention programs offer a means of reducing problem incidence while building skills for mental health, improving classroom behavior, and enhancing achievement.\u003c/p>\n\u003cp>Many prominent voices have joined together to call for inclusion of social and emotional learning within K–12 school curricula. The mission of the Collaborative for Academic, Social, and Emotional Learning is to promote social and emotional skill development in schools through comprehensive programming. Personal, social, and emotional learning goals are included within the framework for nationally recognized school counseling and violence-prevention programs.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED\u003c/strong>: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/the-importance-of-teaching-mindfulness/\">The Importance of Teaching Mindfuless\u003c/a>]\u003c/p>\n\u003cp>Neuroscience, too, has offered evidence to support a holistic message about cognitive, social, and emotional development. Recent scientific advances have led to rejection of a cognitive versus affective framework to describe human cognition. Evidence shows that the prefrontal cortex, considered the center of higher-level cognition in the brain, also plays a dramatically important role in emotion processing and regulation. Thus, the operation of the brain is more like an orchestra than a number of soloists. This paradigm-shifting evidence has forced us to rethink the relationship between reason and emotion. Not only does academic learning depend on social and emotional skills, but also it is virtually impossible to disentangle the two. A report from the National Scientific Council on the Developing Child put it this way:\u003c/p>\n\u003cp>\u003cem>When feelings are not well managed, thinking can be impaired. Recent scientific advances have shown how the interrelated development of emotion and cognition relies on the emergence, maturation, and interconnection of complex neural circuits in multiple areas of the brain, including the prefrontal cortex, limbic cortex, basal forebrain, amygdala, hypothalamus, and brain stem. The circuits that are involved in the regulation of emotion are highly interactive with those that are associated with “executive functions” (such as planning, judgment, and decision making), which are intimately involved in the development of problem-solving skills during the preschool years. In terms of basic brain functioning, emotions support executive functions when they are well regulated, but interfere with attention and decision making when they are poorly controlled.\u003c/em>\u003c/p>\n\u003cp>Reports of student academic performance often find their way into local newspapers in features that compare schools within and across districts. What garners less attention is the fact that schools are also charged with oversight and management of students’ emotional and behavioral problems. Counselors and therapists, both inside and outside of schools, know all too well the toll that such difficulties take on young people’s development. Recent large-scale epidemiological studies paint a dramatic and disturbing picture of the state of youth mental health. The landmark report in 2000 by the US Surgeon General (US Department of Health and Human Services, US Department of Education, & US Department of Justice) revealed that one in ten of our young people suffers from a mental health condition that meets diagnostic criteria, and one in five suffers from problems that significantly impair day-to-day functioning, including academic achievement and social relationships. Ten years later, the first national representative sample of over ten thousand US adolescents, the NCS-A, reveals an even starker view. Approximately half of adolescents sampled (49.5 percent) met lifetime criteria for at least one diagnosed (\u003cem>DSM-IV\u003c/em>) mental disorder, and 40 percent of these individuals met criteria for at least one additional mental disorder. Of this affected group, about one in four or five experienced symptoms so severe as to significantly impair their functioning across the life span.\u003c/p>\n\u003cp>Mindfulness has the potential to be a very useful component in prevention and treatment efforts because of its effectiveness in reducing emotional distress and promoting emotional balance, improving attention, and contributing to motivated learning. Virtually all social-emotional learning (SEL) programs and many therapeutic modalities recognize that adaptive development rests on the child’s maturing capacity for emotion regulation. Emotion regulation is increasingly viewed by contemporary researchers as a foundation for well-being and positive adjustment throughout the life span. \u003cem>Emotion regulation processes \u003c/em>may be defined as those strategies used to moderate affective experiences in order to meet the demands of different situations or to achieve certain goals. Such processes can include identification, differentiation, and acceptance of emotional experiences; ability to manage distress and modulate excitement; capacity to sustain motivation; prioritization among competing goals; and adaptive adjustment of behavioral responses . Difficulties in emotion regulation are at the root of many adolescent disorders, including depression, eating disorders, deliberate self-injury, substance-abuse disorders , and greater reactivity to stress.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/how-meditating-helps-with-multitasking/\">How Meditating Helps With Multitasking\u003c/a>\u003cstrong>]\u003c/strong>\u003c/p>\n\u003cp>It is suggested here that there is a difference between knowing \u003cem>about \u003c/em>emotions and knowing your own emotions \u003cem>as they are experienced\u003c/em>. In addition to learning about emotions, there is a distinct advantage in learning how to notice what’s happening in the present moment. Attending to and identifying emotions can mitigate the emotional reaction and increase emotional balance and clarity. This practice offers the opportunity to develop hardiness in the face of uncomfortable feelings that otherwise might provoke a response that could be harmful (for example, “acting out” by taking drugs or displaying violent behavior, or “acting in” by becoming more depressed). Learning to attend to your present-moment experience, called “mindfulness,” offers adolescents a tool to manage emotions as they are perceived and potentially increase in magnitude. Mindfulness training can complement and strengthen other approaches and therapies that promote emotion regulation, reduce stress, and develop attention.\u003c/p>\n\u003cp>Mindfulness has been defined as a certain way of paying attention: “on purpose, in the present moment, and nonjudgmentally.\" Mindfulness provides a means of handling distress with intention and nonjudgment via several proposed mechanisms: First, bringing attention to the present-moment experience of thoughts, emotions, and physical sensations shifts cognitive focus away from the past (such as a memory of a troubling incident) and the future (such as apprehension of impending trouble), thereby disrupting the connections between automatic cognitive interpretations and patterns of reacting. Second, focus on present-moment internal and external experience broadens attention and allows for suspension of previously practiced patterns of reacting (avoidance or overengagement), sometimes called \u003cem>decentering\u003c/em>. Third, the quality of nonjudgment that is essential to mindfulness permits the observation of your experience without judgment or evaluation. The practice of orienting to experience with curiosity and acceptance strengthens tolerance for distress by altering automatic response patterns described previously. When practiced regularly, mindfulness can provide a powerful tool for restoring emotional balance and preventing engagement in harmful behavior.\u003c/p>\n\u003cp>To understand mindfulness and its role in child and adolescent development, it is also important to consider the nature of attention and the ways in which we typically construe it. We often think of attention as a trait-like characteristic that is relatively immutable or inborn.\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-medium wp-image-31313\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/Screen-Shot-2013-09-11-at-3.31.53-PM-300x367.png\" alt=\"Screen Shot 2013-09-11 at 3.31.53 PM\" width=\"300\" height=\"367\">For example, students might be described as having “short attention spans” or as “highly attentive.” Or attention is viewed as so fragile and subject to distraction that it has to be “caught” by creative teachers or engaging clinicians. As noted earlier, attention is often seen as something separate from emotion, despite evidence from research and personal experience that shows how emotional states significantly affect the quality and the objects of our attention. In addressing emotion regulation through the teaching of mindfulness, attention is viewed as a skill that can be trained to observe the whole range of cognitive and emotional experiences that present themselves. It is a capacity that can be refined with practice so that it can be directed and maintained, intentionally and with greater stability, on objects of your choosing.\u003c/p>\n\u003cp>Mindfulness is attentiveness to the present as it is happening. This is quite a different way of using the mind from what we typically experience. Most of the time, children and adolescents use their minds to manipulate ideas or concepts, to recall information from the past or from their storehouse of knowledge, to imagine future circumstances, to plan, to calculate, or to schedule. These are just some of the important functions of mind that improve as children age and that are enhanced through schooling. But there is also a present-moment mind that is aware of unfolding thoughts, feelings, and sensations. This quality of mind allows for meta-awareness of those circumstances, plans, and calculations as they unfold. Mindfulness allows the individual to gain entrance to the workings of the mind such that, as some adolescents put it, it’s possible to have “space in my mind,” allowing them to see that “changing thoughts and feelings are nothing but travelers stopping by for a quick stay.” This realization can be deeply empowering as students come to recognize their potential for riding the waves of experience with greater equanimity. The inner reserve of mindful awareness is available to everyone, and these faculties of mind, developed with practice, have direct relevance to burgeoning self-awareness, to self-regulation, and to the emotional balance that supports fully engaged learning and well-being.\u003c/p>\n\u003ch3>\u003cstrong>Activity With Students: Mindful Walkabout\u003cbr>\n\u003c/strong>\u003c/h3>\n\u003cp>This activity can be used at any point in the six-or eighteen-session version of the program when an outdoor exercise is appropriate. The objective is to observe something in nature closely and mindfully, and share it with the group through art or poetry. This activity works best when an outdoor park or natural area is available, although it could also be done in other settings.\u003c/p>\n\u003cp>Provide each group member with a pad of paper and a pencil. Invite them to take a mindful walk around the area and notice the natural world. When they come to something of interest, perhaps something that they have never noticed before, instruct them to stop and observe mindfully (notice shape, color, texture, movement, context, size, and so on). Encourage them to observe with appreciation and interest. Ask them to use the paper and pencil to draw a “map” of the walk and a sketch of the objects of mindful observation. The entire activity might take ten to fifteen minutes or longer if desired. No particular expertise in art is required. Ring a bell to return to the group setting.\u003c/p>\n\u003cp>After the walkabout, observers might share their experiences with the whole group. This could include describing the map of the particular path. You may also invite group members to complete a couplet (two-lined poem) based on their experience of mindful observation. Choose one opening line for the whole group, or assign different ones to each member. It’s helpful to print out the first line on a piece of paper and allow group members to write the second line of about seven to nine syllables. Members can then read their couplets aloud individually or chorally, adding their lines to create a whole-group poem. Some possible opening lines include:\u003c/p>\n\u003cdiv>\n\u003cul>\n\u003cli>\u003cem>Happy for the chance to stop and look\u003c/em>\u003c/li>\n\u003cli>\u003cem>Still for a while, I pause and look\u003c/em>\u003c/li>\n\u003cli>\u003cem>Holding in my steady gaze\u003c/em>\u003c/li>\n\u003cli>\u003cem>What have I seen on my journey?\u003c/em>\u003c/li>\n\u003cli>\u003cem>What is more beautiful than this?\u003c/em>\u003c/li>\n\u003cli>\u003cem>Walking the path, I see what’s hidden\u003c/em>\u003c/li>\n\u003c/ul>\n\u003c/div>\n\u003cp>\u003cstrong>Moving to Practice \u003c/strong>\u003c/p>\n\u003cp>1. Emphasize that we’re learning to pay attention in a particular way.\u003c/p>\n\u003cp>2. Start by paying attention to the body (add the “B” poster to the wall, leaving space for the letters that will come in between the “B” and the last “E”).\u003c/p>\n\u003cp>3. Introduce basic awareness of breath and move to the “Body Scan” (later in this section).\u003c/p>\n\u003cp>4. Introduce real-life mindfulness (see the list of possibilities in the student workbook, for example, “Mindfulness in My Life” in the workbook).\u003c/p>\n\u003cp>\u003cem>Practicing paying attention in an open and interested way is the first step. We can start our training\u003c/em> \u003cem>in mindfulness by paying attention to the body. Sometimes, as we shall see, our minds are stuck in the future or in the past, but the body is always in the present. Much of the time we don’t pay very much attention to our bodies. Sometimes we pay too much attention to one aspect of the body, but neglect the whole. So we begin our mindful-awareness training by focusing on the body as a whole.\u003c/em>\u003c/p>\n\u003cp>After a short period, ask what this experience was like:\u003c/p>\n\u003cp>\u003cem>What did you notice about this type of breathing?\u003c/em>\u003c/p>\n\u003cp>\u003cem>This is often called “shallow breathing” and is associated with anxious states. Shallow breathing can result in reduced oxygen intake and can make you feel fatigued. Now place your hands on your belly and breathe from there. Notice the movement as the breath comes in and leaves the belly.\u003c/em>\u003c/p>\n\u003cp>After a short period, ask what this experience was like:\u003c/p>\n\u003cp>\u003cem>What did you notice about this type of breathing? How was it different?\u003c/em>\u003c/p>\n\u003cp>\u003cem>Belly breathing feels more relaxing. The body can be trained to breathe in a healthier way.\u003c/em>\u003c/p>\n\u003cp>\u003cem>Now let’s try a complete breath. Put one hand on your chest and the other on your belly, and allow the breath to move in from your nostrils, fill your lungs, and expand your belly. Then exhale through your nostrils. Notice how the whole body was involved. This is the kind of breathing we’ll be practicing in the “Body Scan.”\u003c/em>\u003c/p>\n\u003cp>Reprinted with permission: \u003ca href=\"http://www.newharbinger.com\">New Harbinger Publications\u003c/a>, Inc.\u003cbr>\ncopyright (c) 2013 [Patricia C. Broderick, PhD]\u003c/p>\n\u003cp>\u003cem>Patricia C. Broderick, PhD, is a research associate at the Prevention Research Center for the Promotion of Human Development at Penn State University and founder of the Stress Reduction Center at West Chester University of Pennsylvania. A graduate of the mindfulness-based stress reduction advanced practicum at the Center for Mindfulness at the University of Massachusetts Medical School, Broderick is a licensed clinical psychologist as well as a certified school psychologist and counselor for grades K through 12.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_31311\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/sudhamshu/3796196256/sizes/z/in/photolist-6MsuTA-iAbjK-5U7fGS-8JHAFC-5hQRMz-2mq91o-2vDEeg-9oMeza-59NahT-djxvgn-7NHiMb-iApoJ-6uevvq-bpq21M-51N4Xt-3JYxRX-7o9bZf-btcQLp-3rmNJX-6o257q-5atGL1-63gCfw-6mi1Hz-5RADuz-6mnb33-7QDNHZ-aWWGd2-FfbjS-5YVi1B-yVhiX-dNnXxC-9RkYMs-6x2qvY-6wm39V-CmWUE-4X1Epn-8qjMZw-6APNeU-9XbWCS-9txRWu-coi9Ub-9oMeEv-7FtRWa-edHsVM-dPtHx9-5XsTxZ-7CFPdx-53roN-5stxq7-p3fe8-52am5w/\">\u003cimg class=\"size-full wp-image-31311\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/3796196256_e43d40aed0_z-e1378938557741.jpg\" alt=\"3796196256_e43d40aed0_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/09/3796196256_e43d40aed0_z-e1378938557741.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/3796196256_e43d40aed0_z-e1378938557741-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/3796196256_e43d40aed0_z-e1378938557741-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>The following is an excerpt from\u003ca href=\"http://www.amazon.com/Learning-Breathe-Mindfulness-Adolescents-Performance/dp/1608827836\">\u003cem> Learning to BREATHE: A Mindfulness Curriculum for Adolescents to Cultivate Emotion Regulation, Attention, and Performance\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>By Patricia C. Broderick, PhD\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">What do children and adolescents need to be successful in life? When this question arises, a common answer is “a good education.” Academic success is the goal that is emphasized in standards-based movements about education reform, and it is currently in the forefront of public consciousness. The most typical benchmarks of academic success include outcomes such as test performance, progress through the educational system, and mastery of content knowledge. However, teachers and therapists who work with youth on a day-to- day basis, and who witness their progress and their struggles, know that there is more to this story.\u003c/p>\n\u003cp>There is little doubt that in addition to academic success, we also want our youth to be happy and well.\u003c/p>\n\u003cp>These goals are far from being disconnected: we now realize the fundamental role that social and emotional well-being play in the attainment of academic outcomes. Learning to channel attention to productive tasks, to sustain motivation when work becomes demanding, and to handle the frustrations of sharing, learning, and communicating with peers are skills that depend on the ability to understand and manage emotions. These are competencies that children and adolescents learn alongside more traditionally academic ones. Demands for these types of interpersonal, intrapersonal, and problem-solving skills increase as students progress through the school years.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Although the emphasis on academic achievement often captures most of the attention in debates on school reform, important inroads are being made by those who take a more holistic approach to education. [Researchers] Wang, Haertel, and Walberg reported that among eleven factors most important for classroom learning, social and emotional factors accounted for eight. Decades of research on empirically based social and emotional learning programs have consistently shown that well-designed and well-implemented prevention programs offer a means of reducing problem incidence while building skills for mental health, improving classroom behavior, and enhancing achievement.\u003c/p>\n\u003cp>Many prominent voices have joined together to call for inclusion of social and emotional learning within K–12 school curricula. The mission of the Collaborative for Academic, Social, and Emotional Learning is to promote social and emotional skill development in schools through comprehensive programming. Personal, social, and emotional learning goals are included within the framework for nationally recognized school counseling and violence-prevention programs.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED\u003c/strong>: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/the-importance-of-teaching-mindfulness/\">The Importance of Teaching Mindfuless\u003c/a>]\u003c/p>\n\u003cp>Neuroscience, too, has offered evidence to support a holistic message about cognitive, social, and emotional development. Recent scientific advances have led to rejection of a cognitive versus affective framework to describe human cognition. Evidence shows that the prefrontal cortex, considered the center of higher-level cognition in the brain, also plays a dramatically important role in emotion processing and regulation. Thus, the operation of the brain is more like an orchestra than a number of soloists. This paradigm-shifting evidence has forced us to rethink the relationship between reason and emotion. Not only does academic learning depend on social and emotional skills, but also it is virtually impossible to disentangle the two. A report from the National Scientific Council on the Developing Child put it this way:\u003c/p>\n\u003cp>\u003cem>When feelings are not well managed, thinking can be impaired. Recent scientific advances have shown how the interrelated development of emotion and cognition relies on the emergence, maturation, and interconnection of complex neural circuits in multiple areas of the brain, including the prefrontal cortex, limbic cortex, basal forebrain, amygdala, hypothalamus, and brain stem. The circuits that are involved in the regulation of emotion are highly interactive with those that are associated with “executive functions” (such as planning, judgment, and decision making), which are intimately involved in the development of problem-solving skills during the preschool years. In terms of basic brain functioning, emotions support executive functions when they are well regulated, but interfere with attention and decision making when they are poorly controlled.\u003c/em>\u003c/p>\n\u003cp>Reports of student academic performance often find their way into local newspapers in features that compare schools within and across districts. What garners less attention is the fact that schools are also charged with oversight and management of students’ emotional and behavioral problems. Counselors and therapists, both inside and outside of schools, know all too well the toll that such difficulties take on young people’s development. Recent large-scale epidemiological studies paint a dramatic and disturbing picture of the state of youth mental health. The landmark report in 2000 by the US Surgeon General (US Department of Health and Human Services, US Department of Education, & US Department of Justice) revealed that one in ten of our young people suffers from a mental health condition that meets diagnostic criteria, and one in five suffers from problems that significantly impair day-to-day functioning, including academic achievement and social relationships. Ten years later, the first national representative sample of over ten thousand US adolescents, the NCS-A, reveals an even starker view. Approximately half of adolescents sampled (49.5 percent) met lifetime criteria for at least one diagnosed (\u003cem>DSM-IV\u003c/em>) mental disorder, and 40 percent of these individuals met criteria for at least one additional mental disorder. Of this affected group, about one in four or five experienced symptoms so severe as to significantly impair their functioning across the life span.\u003c/p>\n\u003cp>Mindfulness has the potential to be a very useful component in prevention and treatment efforts because of its effectiveness in reducing emotional distress and promoting emotional balance, improving attention, and contributing to motivated learning. Virtually all social-emotional learning (SEL) programs and many therapeutic modalities recognize that adaptive development rests on the child’s maturing capacity for emotion regulation. Emotion regulation is increasingly viewed by contemporary researchers as a foundation for well-being and positive adjustment throughout the life span. \u003cem>Emotion regulation processes \u003c/em>may be defined as those strategies used to moderate affective experiences in order to meet the demands of different situations or to achieve certain goals. Such processes can include identification, differentiation, and acceptance of emotional experiences; ability to manage distress and modulate excitement; capacity to sustain motivation; prioritization among competing goals; and adaptive adjustment of behavioral responses . Difficulties in emotion regulation are at the root of many adolescent disorders, including depression, eating disorders, deliberate self-injury, substance-abuse disorders , and greater reactivity to stress.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/how-meditating-helps-with-multitasking/\">How Meditating Helps With Multitasking\u003c/a>\u003cstrong>]\u003c/strong>\u003c/p>\n\u003cp>It is suggested here that there is a difference between knowing \u003cem>about \u003c/em>emotions and knowing your own emotions \u003cem>as they are experienced\u003c/em>. In addition to learning about emotions, there is a distinct advantage in learning how to notice what’s happening in the present moment. Attending to and identifying emotions can mitigate the emotional reaction and increase emotional balance and clarity. This practice offers the opportunity to develop hardiness in the face of uncomfortable feelings that otherwise might provoke a response that could be harmful (for example, “acting out” by taking drugs or displaying violent behavior, or “acting in” by becoming more depressed). Learning to attend to your present-moment experience, called “mindfulness,” offers adolescents a tool to manage emotions as they are perceived and potentially increase in magnitude. Mindfulness training can complement and strengthen other approaches and therapies that promote emotion regulation, reduce stress, and develop attention.\u003c/p>\n\u003cp>Mindfulness has been defined as a certain way of paying attention: “on purpose, in the present moment, and nonjudgmentally.\" Mindfulness provides a means of handling distress with intention and nonjudgment via several proposed mechanisms: First, bringing attention to the present-moment experience of thoughts, emotions, and physical sensations shifts cognitive focus away from the past (such as a memory of a troubling incident) and the future (such as apprehension of impending trouble), thereby disrupting the connections between automatic cognitive interpretations and patterns of reacting. Second, focus on present-moment internal and external experience broadens attention and allows for suspension of previously practiced patterns of reacting (avoidance or overengagement), sometimes called \u003cem>decentering\u003c/em>. Third, the quality of nonjudgment that is essential to mindfulness permits the observation of your experience without judgment or evaluation. The practice of orienting to experience with curiosity and acceptance strengthens tolerance for distress by altering automatic response patterns described previously. When practiced regularly, mindfulness can provide a powerful tool for restoring emotional balance and preventing engagement in harmful behavior.\u003c/p>\n\u003cp>To understand mindfulness and its role in child and adolescent development, it is also important to consider the nature of attention and the ways in which we typically construe it. We often think of attention as a trait-like characteristic that is relatively immutable or inborn.\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-medium wp-image-31313\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/Screen-Shot-2013-09-11-at-3.31.53-PM-300x367.png\" alt=\"Screen Shot 2013-09-11 at 3.31.53 PM\" width=\"300\" height=\"367\">For example, students might be described as having “short attention spans” or as “highly attentive.” Or attention is viewed as so fragile and subject to distraction that it has to be “caught” by creative teachers or engaging clinicians. As noted earlier, attention is often seen as something separate from emotion, despite evidence from research and personal experience that shows how emotional states significantly affect the quality and the objects of our attention. In addressing emotion regulation through the teaching of mindfulness, attention is viewed as a skill that can be trained to observe the whole range of cognitive and emotional experiences that present themselves. It is a capacity that can be refined with practice so that it can be directed and maintained, intentionally and with greater stability, on objects of your choosing.\u003c/p>\n\u003cp>Mindfulness is attentiveness to the present as it is happening. This is quite a different way of using the mind from what we typically experience. Most of the time, children and adolescents use their minds to manipulate ideas or concepts, to recall information from the past or from their storehouse of knowledge, to imagine future circumstances, to plan, to calculate, or to schedule. These are just some of the important functions of mind that improve as children age and that are enhanced through schooling. But there is also a present-moment mind that is aware of unfolding thoughts, feelings, and sensations. This quality of mind allows for meta-awareness of those circumstances, plans, and calculations as they unfold. Mindfulness allows the individual to gain entrance to the workings of the mind such that, as some adolescents put it, it’s possible to have “space in my mind,” allowing them to see that “changing thoughts and feelings are nothing but travelers stopping by for a quick stay.” This realization can be deeply empowering as students come to recognize their potential for riding the waves of experience with greater equanimity. The inner reserve of mindful awareness is available to everyone, and these faculties of mind, developed with practice, have direct relevance to burgeoning self-awareness, to self-regulation, and to the emotional balance that supports fully engaged learning and well-being.\u003c/p>\n\u003ch3>\u003cstrong>Activity With Students: Mindful Walkabout\u003cbr>\n\u003c/strong>\u003c/h3>\n\u003cp>This activity can be used at any point in the six-or eighteen-session version of the program when an outdoor exercise is appropriate. The objective is to observe something in nature closely and mindfully, and share it with the group through art or poetry. This activity works best when an outdoor park or natural area is available, although it could also be done in other settings.\u003c/p>\n\u003cp>Provide each group member with a pad of paper and a pencil. Invite them to take a mindful walk around the area and notice the natural world. When they come to something of interest, perhaps something that they have never noticed before, instruct them to stop and observe mindfully (notice shape, color, texture, movement, context, size, and so on). Encourage them to observe with appreciation and interest. Ask them to use the paper and pencil to draw a “map” of the walk and a sketch of the objects of mindful observation. The entire activity might take ten to fifteen minutes or longer if desired. No particular expertise in art is required. Ring a bell to return to the group setting.\u003c/p>\n\u003cp>After the walkabout, observers might share their experiences with the whole group. This could include describing the map of the particular path. You may also invite group members to complete a couplet (two-lined poem) based on their experience of mindful observation. Choose one opening line for the whole group, or assign different ones to each member. It’s helpful to print out the first line on a piece of paper and allow group members to write the second line of about seven to nine syllables. Members can then read their couplets aloud individually or chorally, adding their lines to create a whole-group poem. Some possible opening lines include:\u003c/p>\n\u003cdiv>\n\u003cul>\n\u003cli>\u003cem>Happy for the chance to stop and look\u003c/em>\u003c/li>\n\u003cli>\u003cem>Still for a while, I pause and look\u003c/em>\u003c/li>\n\u003cli>\u003cem>Holding in my steady gaze\u003c/em>\u003c/li>\n\u003cli>\u003cem>What have I seen on my journey?\u003c/em>\u003c/li>\n\u003cli>\u003cem>What is more beautiful than this?\u003c/em>\u003c/li>\n\u003cli>\u003cem>Walking the path, I see what’s hidden\u003c/em>\u003c/li>\n\u003c/ul>\n\u003c/div>\n\u003cp>\u003cstrong>Moving to Practice \u003c/strong>\u003c/p>\n\u003cp>1. Emphasize that we’re learning to pay attention in a particular way.\u003c/p>\n\u003cp>2. Start by paying attention to the body (add the “B” poster to the wall, leaving space for the letters that will come in between the “B” and the last “E”).\u003c/p>\n\u003cp>3. Introduce basic awareness of breath and move to the “Body Scan” (later in this section).\u003c/p>\n\u003cp>4. Introduce real-life mindfulness (see the list of possibilities in the student workbook, for example, “Mindfulness in My Life” in the workbook).\u003c/p>\n\u003cp>\u003cem>Practicing paying attention in an open and interested way is the first step. We can start our training\u003c/em> \u003cem>in mindfulness by paying attention to the body. Sometimes, as we shall see, our minds are stuck in the future or in the past, but the body is always in the present. Much of the time we don’t pay very much attention to our bodies. Sometimes we pay too much attention to one aspect of the body, but neglect the whole. So we begin our mindful-awareness training by focusing on the body as a whole.\u003c/em>\u003c/p>\n\u003cp>After a short period, ask what this experience was like:\u003c/p>\n\u003cp>\u003cem>What did you notice about this type of breathing?\u003c/em>\u003c/p>\n\u003cp>\u003cem>This is often called “shallow breathing” and is associated with anxious states. Shallow breathing can result in reduced oxygen intake and can make you feel fatigued. Now place your hands on your belly and breathe from there. Notice the movement as the breath comes in and leaves the belly.\u003c/em>\u003c/p>\n\u003cp>After a short period, ask what this experience was like:\u003c/p>\n\u003cp>\u003cem>What did you notice about this type of breathing? How was it different?\u003c/em>\u003c/p>\n\u003cp>\u003cem>Belly breathing feels more relaxing. The body can be trained to breathe in a healthier way.\u003c/em>\u003c/p>\n\u003cp>\u003cem>Now let’s try a complete breath. Put one hand on your chest and the other on your belly, and allow the breath to move in from your nostrils, fill your lungs, and expand your belly. Then exhale through your nostrils. Notice how the whole body was involved. This is the kind of breathing we’ll be practicing in the “Body Scan.”\u003c/em>\u003c/p>\n\u003cp>Reprinted with permission: \u003ca href=\"http://www.newharbinger.com\">New Harbinger Publications\u003c/a>, Inc.\u003cbr>\ncopyright (c) 2013 [Patricia C. Broderick, PhD]\u003c/p>\n\u003cp>\u003cem>Patricia C. Broderick, PhD, is a research associate at the Prevention Research Center for the Promotion of Human Development at Penn State University and founder of the Stress Reduction Center at West Chester University of Pennsylvania. A graduate of the mindfulness-based stress reduction advanced practicum at the Center for Mindfulness at the University of Massachusetts Medical School, Broderick is a licensed clinical psychologist as well as a certified school psychologist and counselor for grades K through 12.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv id=\"attachment_20582\" class=\"module image alignleft mceTemp\" style=\"width: 300px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/ssoosay/5612100521/in/set-72157625767844669\">\u003cimg class=\"size-medium wp-image-20582\" title=\"iphone\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/iphonemindfulness_bysoosay_flickrcc-300x450.jpg\" alt=\"\" width=\"300\" height=\"450\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr: ssoosay\u003c/p>\n\u003c/div>\n\u003ch5>By Aran Levasseur\u003c/h5>\n\u003cp>Think of sitting quietly in a spartan room. There are no TVs, computers, smartphones, books, magazines or music. If you're like most people, this probably sounds like a recipe for boredom. In our culture, we avoid moments of \"not-doing\" because we don't associate boredom with having any value. And our aversion to boredom and not-doing have been amplified in our hyper-connected age.\u003c/p>\n\u003cp>It's been said that the \u003ca href=\"http://www.wired.com/wired/archive/5.12/es_attention.html\">currency of the Net\u003c/a> is attention. As connectivity penetrates the furthest reaches of our lives, all of us, but schools in particular, need to treat attention as a skill to be cultivated.\u003c/p>\n\u003cp>A torrent of stimulation is just a click or touchscreen away, ensuring that even the slightest trace of boredom can be mitigated through constant screen connectivity. As beneficial as this perpetual connectivity can be, neuroscience has been uncovering some detrimental side effects.\u003c/p>\n\u003cp>Recent \u003ca href=\"http://www.pnas.org/content/early/2009/05/11/0900234106.abstract\">brain imaging studies\u003c/a> reveal that sections of our brains are highly active during down time. This has led scientists to imply that moments of not-doing are critical for connecting and synthesizing new information, ideas and experiences. Dr. Michael Rich, a professor at Harvard Medical School \u003ca href=\"http://www.nytimes.com/2010/11/21/technology/21brain.html?pagewanted=all\">put it this way in a 2010 New York Times article:\u003c/a> \"Downtime is to the brain what sleep is to the body.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Downtime is to the brain what sleep is to the body.\"\u003c/p>\n\u003c/aside>\n\u003cp>According to \u003ca href=\"http://hmi.ucsd.edu/howmuchinfo.php\">a report\u003c/a> from the University of California, San Diego, in 28 years -- from 1980 to 2008 -- our consumption of information increased 350 percent, while our downtime continues to shrink.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In the midst of this multimedia blitzkrieg, the importance of mindfulness and focused attention is rising. If we can't cultivate mindfulness and focused attention while sitting quietly in a room, then how can we expect to bring these qualities of mind into turbulent circumstances -- both on and offline?\u003c/p>\n\u003ch5>FRACTURED ATTENTION, FRACTURED MIND\u003c/h5>\n\u003cp>The average American consumes 34 gigabytes of content and 100,000 words every single day, according to the \u003ca href=\"http://hmi.ucsd.edu/howmuchinfo.php\">2008 report\u003c/a> from UC San Diego. To put these numbers in perspective, one \u003c!--more-->gigabyte is a symphony in high-fidelity sound or a broadcast quality movie.\u003c/p>\n\u003cp>Our colossal consuming habits are not only crowding out essential neurological downtime, but they're creating a chemical addiction that has interest in little else. When we \u003ca href=\"http://blogs.hbr.org/cs/2009/10/why_the_internet_is_so_distrac.html\">consume media\u003c/a> -- from watching TV to surfing the Net, and from playing videogames to using social media -- we're triggering the brain chemical dopamine. Dopamine creates a \"high,\" and we are wired to do what it takes to maintain this elevated state. When the dopamine levels decrease, we begin to look for diversions that will restore the high.\u003c/p>\n\u003cp> \u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>RELATED READING:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/how-meditating-helps-with-multitasking/\">HOW MEDITATING HELPS WITH MULTITASKING\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/amidst-chaos-15-minutes-of-quiet-time-helps-focus-students/\">AMIDST CHAOS, 15 MINUTES OF QUIET TIME HELPS STUDENTS COPE\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>In the absence of stimulation, and the corresponding dopamine high, we're likely to feel bored. As a result, many of us become stimulation junkies and incessant multitaskers. In the New York Times article, \"\u003ca href=\"http://www.nytimes.com/2010/06/07/technology/07brain.html?pagewanted=all\">Attached to Technology and Paying the Price\u003c/a>,\" Matt Richtel wrote, \"While many people say multitasking makes them more productive, research shows otherwise. Heavy multitaskers actually have more trouble focusing and shutting out irrelevant information, scientists say, and they experience more stress ... And scientists are discovering that even after the multitasking ends, fractured thinking and lack of focus persist. In other words, this is also your brain off computers.\"\u003c/p>\n\u003ch5>THE ANTIDOTE: MINDFULNESS\u003c/h5>\n\u003cp>Living in a connected age is double-edged. While policy and regulation have their place within this matrix, it seems that human agency should be the keystone. Therefore, for the body politic to walk the edge between being empowered by our connectivity or hindered by it requires a steady dose of mind training.\u003c/p>\n\u003cp>Research at Duke University underscores why. Researchers found that more than \u003ca href=\"http://www.danpink.com/archives/2012/03/the-power-of-habits-and-the-power-to-change-them\">40 percent of our actions\u003c/a> are based on habits, not conscious decisions. Unconscious habits and assumptions aren't destiny, but if we don't bring them into focus then the force of these habits will continue to chart our course.\u003c/p>\n\u003cp>The practice of mindfulness is a time-tested antidote to operating in autopilot.\u003c/p>\n\u003cp>\"Mindfulness practice,\" according to \u003ca href=\"http://en.wikipedia.org/wiki/Jon_Kabat-Zinn\">Jon Kabat-Zinn\u003c/a>, a pioneer of mindfulness-based stress reduction, \"means that we commit fully in each moment to be present; inviting ourselves to interface with this moment in full awareness, with the intention to embody as best we can an orientation of calmness, mindfulness, and equanimity right here and right now.\"\u003c/p>\n\u003cp>While the technique of mindfulness isn't hard, developing a disciplined practice can feel like an Olympic challenge -- which is where education comes in.\u003c/p>\n\u003ch5>MIND TRAINING IN SCHOOLS\u003c/h5>\n\u003cdiv id=\"attachment_20589\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/neeta_lind/4783353845/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-20589\" title=\"4783353845_76cef41fba\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/4783353845_76cef41fba-300x400.jpg\" alt=\"\" width=\"300\" height=\"400\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr: Neeta Lind\u003c/p>\n\u003c/div>\n\u003cp>The direction in which education orients a person, to paraphrase Plato, will determine their future in life. While educational aims should be varied, an underlying goal should be in focusing student awareness in a metacognitive direction. If schools hope to prepare students for our hyper-connected world, it reasons that training students to be proficient with digital tools is only part of the equation.\u003c/p>\n\u003cp>Students must also be mindful of how digital tools and perpetual web connectivity are shaping their brains, perceptions and habits.\u003c/p>\n\u003cp>To that end, several promising \u003ca href=\"http://www.edutopia.org/stw-student-stress-meditation-schools-research\">studies\u003c/a> have demonstrated the power of mindfulness mediation in schools to improve executive functioning, reducing stress, anxiety and aggression.\u003c/p>\n\u003cp>In his book, \u003cem>\u003ca href=\"http://www.amazon.com/TechGnosis-Magic-Mysticism-Information-Fiction/dp/1852427728\">Techgnosis\u003c/a>\u003c/em>, Erik Davis also sees another value in integrating mind training into schools:\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"The contemporary rise of attention deficit disorder, a condition seemingly linked to the ubiquity of media nets, only underscores how much we need to treat attention as a craft, at once a skill to be learned and a vessel in flight. But the name of this chronic syndrome also contains a clue. For it is precisely disorder that we need to learn to pay attention to, because in that turbulence lies our own future manifold. The mind is an instrument, and we practice scales so that we may improvise with spontaneous grace.\"\u003c/p>\n\u003ch5>\u003cem>Aran Levasseur has an eclectic background that ranges from outdoor education to life coaching, and from habitat restoration to video production. He taught middle school history and science for five years, where he integrated technology into his classes to enhance his teaching and student learning.\u003c/em>\u003c/h5>\n\u003ch5>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/the-importance-of-teaching-mindfulness/pbs-mediashift-logo-final-16/\" rel=\"attachment wp-att-20586\">\u003cimg class=\"alignleft size-thumbnail wp-image-20586\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/pbs-mediashift-logo-final-140x140.jpg\" alt=\"\" width=\"50\" height=\"50\">\u003c/a>The article was originally published by\u003ca href=\"http://www.pbs.org/mediashift/2011/05/childrens-magazines-cater-to-true-early-adopters-with-mobile-apps137.html\"> PBS MediaShift\u003c/a>, covering the intersection of \u003c/em>\u003cem> \u003c/em>\u003cem>media and technology. Follow \u003ca href=\"http://twitter.com/#%21/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook.\u003c/a>\u003c/em>\u003c/h5>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_20582\" class=\"module image alignleft mceTemp\" style=\"width: 300px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/ssoosay/5612100521/in/set-72157625767844669\">\u003cimg class=\"size-medium wp-image-20582\" title=\"iphone\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/iphonemindfulness_bysoosay_flickrcc-300x450.jpg\" alt=\"\" width=\"300\" height=\"450\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr: ssoosay\u003c/p>\n\u003c/div>\n\u003ch5>By Aran Levasseur\u003c/h5>\n\u003cp>Think of sitting quietly in a spartan room. There are no TVs, computers, smartphones, books, magazines or music. If you're like most people, this probably sounds like a recipe for boredom. In our culture, we avoid moments of \"not-doing\" because we don't associate boredom with having any value. And our aversion to boredom and not-doing have been amplified in our hyper-connected age.\u003c/p>\n\u003cp>It's been said that the \u003ca href=\"http://www.wired.com/wired/archive/5.12/es_attention.html\">currency of the Net\u003c/a> is attention. As connectivity penetrates the furthest reaches of our lives, all of us, but schools in particular, need to treat attention as a skill to be cultivated.\u003c/p>\n\u003cp>A torrent of stimulation is just a click or touchscreen away, ensuring that even the slightest trace of boredom can be mitigated through constant screen connectivity. As beneficial as this perpetual connectivity can be, neuroscience has been uncovering some detrimental side effects.\u003c/p>\n\u003cp>Recent \u003ca href=\"http://www.pnas.org/content/early/2009/05/11/0900234106.abstract\">brain imaging studies\u003c/a> reveal that sections of our brains are highly active during down time. This has led scientists to imply that moments of not-doing are critical for connecting and synthesizing new information, ideas and experiences. Dr. Michael Rich, a professor at Harvard Medical School \u003ca href=\"http://www.nytimes.com/2010/11/21/technology/21brain.html?pagewanted=all\">put it this way in a 2010 New York Times article:\u003c/a> \"Downtime is to the brain what sleep is to the body.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Downtime is to the brain what sleep is to the body.\"\u003c/p>\n\u003c/aside>\n\u003cp>According to \u003ca href=\"http://hmi.ucsd.edu/howmuchinfo.php\">a report\u003c/a> from the University of California, San Diego, in 28 years -- from 1980 to 2008 -- our consumption of information increased 350 percent, while our downtime continues to shrink.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In the midst of this multimedia blitzkrieg, the importance of mindfulness and focused attention is rising. If we can't cultivate mindfulness and focused attention while sitting quietly in a room, then how can we expect to bring these qualities of mind into turbulent circumstances -- both on and offline?\u003c/p>\n\u003ch5>FRACTURED ATTENTION, FRACTURED MIND\u003c/h5>\n\u003cp>The average American consumes 34 gigabytes of content and 100,000 words every single day, according to the \u003ca href=\"http://hmi.ucsd.edu/howmuchinfo.php\">2008 report\u003c/a> from UC San Diego. To put these numbers in perspective, one \u003c!--more-->gigabyte is a symphony in high-fidelity sound or a broadcast quality movie.\u003c/p>\n\u003cp>Our colossal consuming habits are not only crowding out essential neurological downtime, but they're creating a chemical addiction that has interest in little else. When we \u003ca href=\"http://blogs.hbr.org/cs/2009/10/why_the_internet_is_so_distrac.html\">consume media\u003c/a> -- from watching TV to surfing the Net, and from playing videogames to using social media -- we're triggering the brain chemical dopamine. Dopamine creates a \"high,\" and we are wired to do what it takes to maintain this elevated state. When the dopamine levels decrease, we begin to look for diversions that will restore the high.\u003c/p>\n\u003cp> \u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>RELATED READING:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/how-meditating-helps-with-multitasking/\">HOW MEDITATING HELPS WITH MULTITASKING\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/amidst-chaos-15-minutes-of-quiet-time-helps-focus-students/\">AMIDST CHAOS, 15 MINUTES OF QUIET TIME HELPS STUDENTS COPE\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>In the absence of stimulation, and the corresponding dopamine high, we're likely to feel bored. As a result, many of us become stimulation junkies and incessant multitaskers. In the New York Times article, \"\u003ca href=\"http://www.nytimes.com/2010/06/07/technology/07brain.html?pagewanted=all\">Attached to Technology and Paying the Price\u003c/a>,\" Matt Richtel wrote, \"While many people say multitasking makes them more productive, research shows otherwise. Heavy multitaskers actually have more trouble focusing and shutting out irrelevant information, scientists say, and they experience more stress ... And scientists are discovering that even after the multitasking ends, fractured thinking and lack of focus persist. In other words, this is also your brain off computers.\"\u003c/p>\n\u003ch5>THE ANTIDOTE: MINDFULNESS\u003c/h5>\n\u003cp>Living in a connected age is double-edged. While policy and regulation have their place within this matrix, it seems that human agency should be the keystone. Therefore, for the body politic to walk the edge between being empowered by our connectivity or hindered by it requires a steady dose of mind training.\u003c/p>\n\u003cp>Research at Duke University underscores why. Researchers found that more than \u003ca href=\"http://www.danpink.com/archives/2012/03/the-power-of-habits-and-the-power-to-change-them\">40 percent of our actions\u003c/a> are based on habits, not conscious decisions. Unconscious habits and assumptions aren't destiny, but if we don't bring them into focus then the force of these habits will continue to chart our course.\u003c/p>\n\u003cp>The practice of mindfulness is a time-tested antidote to operating in autopilot.\u003c/p>\n\u003cp>\"Mindfulness practice,\" according to \u003ca href=\"http://en.wikipedia.org/wiki/Jon_Kabat-Zinn\">Jon Kabat-Zinn\u003c/a>, a pioneer of mindfulness-based stress reduction, \"means that we commit fully in each moment to be present; inviting ourselves to interface with this moment in full awareness, with the intention to embody as best we can an orientation of calmness, mindfulness, and equanimity right here and right now.\"\u003c/p>\n\u003cp>While the technique of mindfulness isn't hard, developing a disciplined practice can feel like an Olympic challenge -- which is where education comes in.\u003c/p>\n\u003ch5>MIND TRAINING IN SCHOOLS\u003c/h5>\n\u003cdiv id=\"attachment_20589\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/neeta_lind/4783353845/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-20589\" title=\"4783353845_76cef41fba\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/4783353845_76cef41fba-300x400.jpg\" alt=\"\" width=\"300\" height=\"400\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr: Neeta Lind\u003c/p>\n\u003c/div>\n\u003cp>The direction in which education orients a person, to paraphrase Plato, will determine their future in life. While educational aims should be varied, an underlying goal should be in focusing student awareness in a metacognitive direction. If schools hope to prepare students for our hyper-connected world, it reasons that training students to be proficient with digital tools is only part of the equation.\u003c/p>\n\u003cp>Students must also be mindful of how digital tools and perpetual web connectivity are shaping their brains, perceptions and habits.\u003c/p>\n\u003cp>To that end, several promising \u003ca href=\"http://www.edutopia.org/stw-student-stress-meditation-schools-research\">studies\u003c/a> have demonstrated the power of mindfulness mediation in schools to improve executive functioning, reducing stress, anxiety and aggression.\u003c/p>\n\u003cp>In his book, \u003cem>\u003ca href=\"http://www.amazon.com/TechGnosis-Magic-Mysticism-Information-Fiction/dp/1852427728\">Techgnosis\u003c/a>\u003c/em>, Erik Davis also sees another value in integrating mind training into schools:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"The contemporary rise of attention deficit disorder, a condition seemingly linked to the ubiquity of media nets, only underscores how much we need to treat attention as a craft, at once a skill to be learned and a vessel in flight. But the name of this chronic syndrome also contains a clue. For it is precisely disorder that we need to learn to pay attention to, because in that turbulence lies our own future manifold. The mind is an instrument, and we practice scales so that we may improvise with spontaneous grace.\"\u003c/p>\n\u003ch5>\u003cem>Aran Levasseur has an eclectic background that ranges from outdoor education to life coaching, and from habitat restoration to video production. He taught middle school history and science for five years, where he integrated technology into his classes to enhance his teaching and student learning.\u003c/em>\u003c/h5>\n\u003ch5>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/the-importance-of-teaching-mindfulness/pbs-mediashift-logo-final-16/\" rel=\"attachment wp-att-20586\">\u003cimg class=\"alignleft size-thumbnail wp-image-20586\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/pbs-mediashift-logo-final-140x140.jpg\" alt=\"\" width=\"50\" height=\"50\">\u003c/a>The article was originally published by\u003ca href=\"http://www.pbs.org/mediashift/2011/05/childrens-magazines-cater-to-true-early-adopters-with-mobile-apps137.html\"> PBS MediaShift\u003c/a>, covering the intersection of \u003c/em>\u003cem> \u003c/em>\u003cem>media and technology. Follow \u003ca href=\"http://twitter.com/#%21/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook.\u003c/a>\u003c/em>\u003c/h5>\n\n\u003c/div>\u003c/p>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"marketplace": {
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
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"mindshift": {
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"order": 12
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
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"onourwatch": {
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"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"perspectives": {
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"planet-money": {
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"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
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"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
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"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
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"source": "Possible"
},
"link": "/radio/program/possible",
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},
"pri-the-world": {
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"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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},
"reveal": {
"id": "reveal",
"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
"airtime": "SAT 4pm-5pm",
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"officialWebsiteLink": "https://www.revealnews.org/episodes/",
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},
"link": "/radio/program/reveal",
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"rss": "http://feeds.revealradio.org/revealpodcast"
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