IMPLEMENTING MINDFULNESS CURRICULUM 2 Acknowledgments Sarah I am grateful for the Weber State faculty members who formed our committee, specifically our committee chair, Dr. Nadia Wrosch. She was key to our success in completing this project. Her kind comments and sense of humor were refreshing and motivational. She was ever-willing to accommodate our requests for meetings when we needed direction or advice about our project. Dr. Moulding, the most passionate purveyor of APA formatting I have ever met, was exactly the mentor we needed to help us write our ideas as credible statements. I would also like to thank my colleague and friend, Maren Petersen. She was consistently optimistic and kind as we worked together on this project. Her intuition and exceptional editing pulled us through, and I’ll forever be indebted to her. (She’s really fun to be around too.) Last, I need to thank my husband, son, and two little daughters. They’re the sort of people I really love. Thanks to them for being unendingly patient and supportive. Weston, you always know what to say. X&O Maren I would like to thank Dr. Wrosch for being our biggest support, mentor, and cheerleader. Her guidance and encouragement through this project have been invaluable. Her willingness to spend extra time answering emails and texts and meeting through Zoom in a few moments notice shows the true essence of education. Her positivity helped us push through the difficult spots and gave us the confidence we needed. I also owe Dr. Moulding a huge debt of gratitude. Her passion and patience have been an inspiration to me from the very beginning of this program. She is the kind of teacher I strive to become. Through the several courses I was able to take from her, she IMPLEMENTING MINDFULNESS CURRICULUM 3 has not only taught me the intricate craft of teaching, she has inspired me to be a better human being. My family, my three beautiful girls and their compassionate father, I could never thank enough. They have encouraged me and supported me, even when the time taken by my schooling affected them. Their infallible love and patience have helped me endure the challenges of education and life. Last but not least, my dear partner Sarah deserves all the praise that could be given. I am in awe of her abilities as a writer, teacher, collaborator, and person. It is unbelievable how well we have been able to work together on this project, how a person I had barely known who lives so far away has become not only my project partner, but my friend. She always made an effort to ask about me, not just talk shop. I cherish the many hours we spent on the phone and in the library creating something worthwhile based on shared values. IMPLEMENTING MINDFULNESS CURRICULUM 4 Table of Contents NATURE OF THE PROBLEM.......................................................................................... .......... 6 Literature Review.................................................................................................... .......... 7 Mindfulness in Practice............................................................................... .......... 7 Mindfulness in Schools............................................................................... .......... 9 Mindfulness and Writing........................................................................... ......... 12 Summary.................................................................................................... ......... 16 PURPOSE......................................................................................................................... ......... 17 METHODS........................................................................................................................ ......... 18 Participants............................................................................................................ .......... 18 Procedures............................................................................................................. .......... 19 FINDINGS AND DISCUSSION................................................................................................ 20 Expert Evaluators.................................................................................................. .......... 20 Expert Evaluator 1..................................................................................... ......... 20 Expert Evaluator 2..................................................................................... ......... 20 Principal Investigators........................................................................................... ......... 22 Principal Investigator 1.............................................................................. ......... 22 Principal Investigator 2.............................................................................. ......... 24 Limitations and Recommendations....................................................................... .......... 26 Conclusion............................................................................................................. ......... 27 REFERENCES.................................................................................................................. ......... 29 Appendix A............................................................................................................ ......... 34 IMPLEMENTING MINDFULNESS CURRICULUM 5 Appendix B........................................................................................................................35 Appendix C........................................................................................................................36 Appendix D........................................................................................................................64 IMPLEMENTING MINDFULNESS CURRICULUM 6 Abstract Research has shown that mindfulness practices in schools have proven instrumental in helping students improve their social skills, focus on academic tasks, and cope with life’s challenges. When writing is combined with mindful breathing techniques, students exhibit better self-control, greater empathy, and awareness of the world in which they live. Prior to this study, the two teacher researchers, Maren and Sarah, created a Mindful Breathing and Writing Curriculum based on their shared interest of mindfulness in schools. The purpose of this study was to evaluate the ease and feasibility of implementing the curriculum in a secondary school setting. Two expert evaluators, high school English language arts teachers, were asked to review the curriculum and provide feedback on the ease and feasibility of implementing the curriculum. The teacher researchers implemented the curriculum in their secondary classrooms, answered response questions, and made minor modification. During the implementation, the teacher researchers observed that students benefitted from the mindful breathing and writing practices. Expert evaluators also projected that implementation of the Mindfulness and Writing Curriculum would profit students. Observed benefits included greater social involvement, better communication among students, and a sense of calm and focus in the classroom. IMPLEMENTING MINDFULNESS CURRICULUM 7 NATURE OF THE PROBLEM Today’s students live in a world ruled by technological advancements, including digital devices that consistently demand attention (Docksai, 2013). These devices create an environment of continual social and emotional stimulation. Educators are aware students have a difficult time learning when they are “saddled with emotional and social ‘baggage’ that militates against a focus on learning” (Fleischer, 2005, p. 180); however, the emotional and social baggage is often caused by factors beyond the classroom’s control. Students feel overwhelmed by the pressures, distractions, and challenges of society. Along with the many negative life factors, students often lack coping skills to deal with the challenges they face (Docksai, 2013). In response to these issues, which often prove to be overwhelmingly problematic to some students, several schools--including institutions in the United States, Canada, the United Kingdom, Germany, India, Australia, China, and Spain--have begun incorporating mindfulness training and practices at school, with positive effects (Burke 2010; Schoeberlein & Sheth 2009; Zenner, Herrnleben-Kurz, & Walach, 2014). Studies have shown the inclusion of mindfulness practices in the educational system has had several positive effects on participants (Hofmann, Sawyer, Witt, & Oh, 2010), including more attentiveness (Jha, Krompinger, & Baime, 2007). Adolescent learners need essential skills to help them find success academically, socially, and emotionally. If adolescent learners do not learn skills to help them focus, their ability to be fully engaged at school is compromised. Without necessary focus skills, adolescents will find themselves unable to concentrate on the present moment. Mindfulness training can empower students with the tools necessary to combat the plethora of competing demands for their attention (Docksai, 2013). IMPLEMENTING MINDFULNESS CURRICULUM 8 Literature Review Mindfulness is the practice of paying attention to the present moment without judgment. Mindfulness has been implemented in many different organizations and institutions, such as business, health care, stress reduction programs, and education. Adolescent students encounter several factors that inhibit learning and academic growth. In addition, students face developmental and social challenges. Mindfulness practices, such as breathing techniques and mindful writing, have proven successful in combating factors that affect students’ social competence and academic growth. Mindfulness in Practice Mindfulness is an ancient Buddhist practice with modern application. According to Jon Kabat-Zinn (1994) Mindfulness has everything to do with waking up and living in harmony with oneself and with the world. It has to do with examining who we are, with questioning our view of the world and our place in it, and with cultivating some appreciation for the fullness of each moment we are alive. (p. 3) Mindfulness studies were first conducted in the 1970s, with regard to health implications, specifically aging and control. Elderly patients, who maintained a perception of control, experienced less stress and better overall health. Due to mindfulness practices, the elderly also experienced increased longevity, less arthritis pain, and decreased alcoholism (Langer, 1989). Subsequent research revealed the connection between mindfulness and decreased depression of patients suffering with major depressive disorder (Makki, Ajmal, & Bajwa, 2018), lower levels IMPLEMENTING MINDFULNESS CURRICULUM 9 of anxiety, and fewer psychological symptoms following mindful treatment (McCracken, Gauntlett-Gilbert, & Vowles, 2007). Understandably, mindfulness has also been utilized within the business world. In 2014, the American Management Association, in association with the Business Research Consortium, conducted a study to analyze the effects of mindfulness on those in the business arena, specifically Google and General Mills. Three major findings were observed: (1) half of the respondents’ companies are using mindfulness as part of their training practices; (2) most employees (85 percent) utilizing mindfulness training referred to their training as “very beneficial”; and (3) more than half of the study’s participants reported that stress levels were above-average (Birdie, 2015). Although mindfulness in business is a rather new practice, studies indicate positive effects from mindfulness training in the workplace. Mindfulness has been found to improve issues relating to employee multitasking through better memory retention, and greater focus on the task at hand (Levy, Wobbrock, Kasznaik, & Ostergen, 2011). In recent years, studies have shown the inclusion of mindfulness practices in the educational system has had several positive effects on participants. Children and adolescents exhibit greater inhibitory processes, which can enhance their ability to regulate cognitive functions, including thoughts and actions (Oberle, Schonert-Reichl, Lawlor, & Thomson, 2012) Amidst the trending acceptance of, and excitement over mindfulness, Williams and Kabat-Zinn (2011) cautioned that the melding and mainstreaming of ancient Buddhist meditation methods with science and medicine could present challenges. The potential benefits of combining “western empirical science” and “empiricism of the meditative or consciousness disciplines” can be realized only if the constructs of each “stream” are followed with fidelity and respect (p. 4-5). Thus, it becomes the charge for those championing this modern-day mindfulness IMPLEMENTING MINDFULNESS CURRICULUM 10 to acknowledge and understand the significance of each facet behind the practice. Williams and Kabat-Zinn posed questions about possible intrinsic dangers: Will the essence of mindfulness be lost through the secularization of ancient, even sacred traditions? Is there a possibility that it may be manipulated to accomplish certain goals that aren’t in accordance with its original function? What if mindfulness is treated as a fad by young practitioners, who are then drawn to the practice with misplaced intentions? These, and other unforeseen questions challenge the resilience of contemporary mindfulness, while providing a base for discussion among advocates of mindfulness in education. Mindfulness in Schools The mindfulness movement began in 1979, with Jon Kabat Zinn’s Mindfulness-Based Stress Reduction program, and has entered the realms of professional sports, corporations, health care, the military, and prisons (Estrada 2017). With its apparent success, mindfulness is now being implemented in American schools, proving beneficial to students. Several studies involving young students support the effectiveness of mindfulness in the classroom (Schonert- Reichl et al., 2015; Viafora, Mathiesen, & Unsworth, 2014). A study by Black & Fernando (2014) found that adolescents in schools benefited academically and behaviorally from mindfulness. During a five-week mindfulness training (including a weekly lesson) at a California elementary school, over 400 low-income and ethnic minority students showed dramatic improvements in their focus, self-control, participation, empathy, and respect. Another study performed at West Bridgewater School District in Boston, revealed that students ranging in ages from pre-K through 12th grade benefitted from mindful breathing. According to a district-wide survey comparing students’ social-emotional health at the IMPLEMENTING MINDFULNESS CURRICULUM 11 beginning and end of the school year, there was a “sharp decrease in behavioral problems.” Student issues with anxiety and depression were also lower (Zalaznick, 2017, p. 26). Following a four-day meditation program, Zeiden et al. (2010) discovered that university students had greater focus, a reduction in fatigue and anxiety, and improved mindfulness and cognition. When consistently practiced, mindfulness has the potential to positively affect children, adults, and adolescents. Mindfulness is gaining popularity within the education system. According to information cited by Willoughby and colleagues (2014), there were positive effects of mindfulness training on students dealing with depression, anxiety, and attention issues. Mindfulness training was also found to enhance empathy and cognitive function in younger students (Schonert-Reichl et al., 2015). Today’s students face several unique challenges which may result in psychological distress, including emotional problems such as depression, attention deficit disorders, and anxiety (Bloom, Dey, & Freeman, 2006). In response to these issues, which often prove to be overwhelmingly problematic to some students, several schools have begun incorporating mindfulness training and practices at school, with positive effects (Burke 2010; Schoeberlein & Sheth 2009; Zenner et al., 2014). An eight-week study conducted by Flook (2015) and her colleagues, assessed the effects of mindful awareness practices (MAPs) training on 64 second- and third-grade students. The findings revealed that students, especially those with executive function (EF) issues, in a general education setting showed improvements in metacognition, EF, and behavioral regulation. Teachers and parents also observed improvements in students’ capabilities to monitor, initiate, and shift (Flook et al., 2010). Flook also conducted a study with 68 preschool children to IMPLEMENTING MINDFULNESS CURRICULUM 12 discover the effects of a twelve-week mindfulness based training called Kindness Curriculum (KC) (Flook et al., 2010). In the KC intervention group, learners exhibited larger improvements in social abilities, and more improvement in grades reflecting learning, social-development, and health than the control group, which displayed more selfish behavior. Small to medium positive effects on cognitive flexibility and delay of gratification were also observed with the Kindness Curriculum group (Flook et al., 2015). In 2013, a teacher at the American International School in Saudi Arabia, began a year-long mindfulness program with his high school students (Estrada, 2017). At the beginning of each class period, he and the students spent five minutes practicing mindful breathing in silence. At the conclusion of the academic year, students had very positive opinions about mindfulness and several students reported using mindfulness outside the classroom to refocus or combat anxiety (Estrada, 2017). Another relevant mindfulness intervention was undertaken in 2016, with a group of fifth-and sixth-grade students (Dariotis et al., 2016). For four months the students practiced mindfulness techniques including yoga and breathing work, under the direction of an external nonprofit organization. Due to this training, students reported greater knowledge of the ensuing health benefits, which resulted in students sharing the techniques with others and utilizing mindfulness in their own lives (Dariotis et al., 2016). Waters, Barsky, Ridd, and Allen (2015) conducted a systematic review of the effects of mindfulness programs in schools in the United States, Canada, Taiwan, the United Kingdom, and Australia, and found that mindfulness programs resulted in significant benefits concerning student well-being, social skills, and academic achievement. The majority of the cases showed significant benefits, with programs “more efficacious by increasing program duration, by IMPLEMENTING MINDFULNESS CURRICULUM 13 encouraging twice daily (or more) meditation and by having the teacher deliver the program” (p. 129-130). Mindfulness has a promising application in the secondary education classroom. Mindfulness and Writing Secondary English Language Arts (ELA) classrooms provide an ideal space for teachers to incorporate mindfulness practices. Kroll (2008) suggested the ELA classroom setting offers a unique opportunity for a “classroom pedagogy and space that promotes mindfulness, contemplation, and reflection” (p. 73). Writing connects the being of mindful meditation to the doing in the act of reflective writing (Garretson, 2010). Simple mindfulness practices, such as breathing exercises, can be incorporated into the classroom to help students focus on learning. Titone, a professor of education at Villanova University, conducted an eight-week study in which university students were introduced to anchor breathing, attention to physical sensations, and awareness. The study revealed that the practice increased students’ self-awareness and self-understanding, which increased their ability to focus in the classroom. Titone also conducted interviews of students after they practiced mindfulness breathing, before taking a test. Results were positive as students reported that they were able to feel calm and more focused after the breathing exercises (Titone, C., Feldman, E., & DeRosato, M., 2018). Kroll (2008), an English professor and researcher of contemplative learning, also incorporates meditation into the post-secondary ELA classroom. The first ten minutes of class spent time on breathing exercises. Kroll observed an improvement in students’ writing abilities while he provided a classroom that “values thoughtful silence, requires meditation and in-class writing” (p. 76). Kroll’s objective was to help students become more aware of their own lives and the world they live in. Simple mindfulness practices could easily be IMPLEMENTING MINDFULNESS CURRICULUM 14 incorporated into secondary education ELA classrooms to help students better focus on developing ideas and critical thinking skills. Mindfulness can be a powerful tool in helping students cope with difficult life experiences. Students face many problems outside the pressures of the classroom, which can affect their learning and personal growth. Poon and Danoff-Burg (2011) explored the effects of mindfulness as a moderator in expressive writing for undergraduates suffering from trauma. In a randomized controlled study, college participants were assigned various writing tasks. First, participants were given the baseline questionnaire, then were instructed to write about a traumatic experience, exploring their feelings about it. After the initial session, the second and third sessions were aimed at participants writing about the experience and explore their feelings even more. The final session was a follow-up session a month later where they were given the baseline questionnaire again. Results suggested that individuals who are more mindful benefited from expressing their thoughts and emotions concerning past trauma (Poon & Danoff-Burg). Mindfulness can be an effective moderator for expressive writing because “an individual who is mindful is more capable of paying attention to the writing process in the present moment and perhaps was more capable of paying attention to the experience of the actual event and to the internal and external events that followed” (Poon & Danoff-Burg, 2011, p. 890). Although this study was conducted on undergraduate students, a similar practice could potentially benefit secondary education students as well. ELA classrooms offer an ideal context for students to write about their personal experiences and reflect on their feelings, helping them cope with life events and challenges. Studies on mindfulness have shown that mindfulness practices can help students increase social skills. Social skills include multiple constructs, such as behaviors and skills that allow IMPLEMENTING MINDFULNESS CURRICULUM 15 successful interactions in social situations (Beauchamp & Anderson, 2010). Social skills are an important aspect of education, and educators should strive to improve a student’s social competency. Wisner, Jones, & Gwin (2010) stated that “because meditation enhances coping abilities and self-regulation and improves social relationships with peers, it is likely that improvement in these areas will enhance relationships within the school community, thus improving school climate” (p. 155). All teachers and classrooms, including ELA classrooms play a critical role in guiding students’ paths to “genuine connection, compassion, and character” (Fleisher, 2005, p. 179). A form of mindfulness to help students improve social skills is the practice of reciting value affirmations. Value affirmations “allow people to reflect on their important personal values, skills, or traits by means of a brief (e.g., 15 min), structured writing assignment” (Thomaes, Bushman, de Castro, & Reijntjes, 2012, p. 103). It was found that when individuals affirm their values, they became more responsive to the needs and feelings of others (Hoffman, 1994). In a study about the effects of value affirmations on prosocial and proself feelings, 173 seventh graders (51% boys and 49% girls) in the Netherlands were given a list of 12 values (Thomaes et al., 2012). In the value affirmation group, students selected two or three of the most important values and then write about when these values were important and why. The process was repeated six months later. Three months after that, students repeated the same practice. The study showed that value affirmations had sustained, real-world impact on positive emotions and feelings of adolescents toward others. The study showed, however, that value affirmations did not have much impact on how adolescents felt toward themselves (Thomaes et al., 2012). It is interesting that value affirmations made a higher impact on how students viewed others, rather than feelings toward themselves. It can be inferred that the process of being mindful to one’s IMPLEMENTING MINDFULNESS CURRICULUM 16 own values can transfer to identifying the needs of others, increasing social competency. Affirmation writing would be a beneficial mindfulness practice to incorporate into secondary ELA classrooms. The research concerning mindfulness in schools is promising, and its implementation within the general school setting has the potential to help students cognitively, socially, and psychologically. Mindfulness practices can provide students with strategies to help them gain confidence, focus in school, interact positively with others, and cope with life’s challenges. Self-acceptance nurtured through mindfulness can help students release negativity that distracts their academic learning and healthy social interactions (Titone et al., 2018). Though distractions come in many forms, which can be challenging for teachers to combat, mindfulness practices in the school setting have been shown to be beneficial to the growth and well-being of students (Leland, 2015). Mindfulness can be incorporated into ELA curriculum through writing and meditative practices to help students focus and thrive in educational and social interactions. ELA classrooms offer a unique opportunity “through the practice of personal writing that students can practice and learn to pay attention—to become more mindful” (Kroll, 2008, p. 73). IMPLEMENTING MINDFULNESS CURRICULUM 17 Summary Though mindfulness is an ancient practice, its modern application, which addresses a wide range of negative social and emotional issues, is on the rise with many positive results. Mindfulness has been incorporated in business, adult education, and therapy practices (Birdie, 2015; Willoughby et al., 2014; Langer, 1989). Its application in the educational system has yielded success in helping students find greater academic achievement and better social skills. Mindfulness practices in schools have been proven to increase students social and cognitive development, as well as academic achievement (Waters et al., 2015). Mindfulness has also helped children and adolescents manage their own behavior by increasing their ability to regulate cognitive functions, including thoughts and actions (Oberle, Schonert-Reichl, Lawlor, & Thomson et al., 2012). In addition, studies have illustrated that mindfulness practice helped students with focus, self-control, participation, empathy, and respect (Black & Fernando, 2014). Studies on meditative practices that incorporate mindful writing practices show positive results in the overall well-being of students. There is an overlap in the essence of mindfulness and the reflective nature of writing that has the potential to help students pay attention and become more fully aware of themselves and the world they live in (Kroll, 2008). Mindfulness exercises and writing can serve to benefit students’ focus, interactions with others, and ability to cope with stress. IMPLEMENTING MINDFULNESS CURRICULUM 18 PURPOSE Mindfulness-based interventions have proven effective in enhancing concentration and focus, increasing the capacity to perform academically, and promoting social skills such as empathy (Zenner et al., 2013). Considering the challenges facing today’s adolescent students, specifically those caused by digital distractions and the resultant emotional and social stimulation, students need to be taught skills to help them focus during cognitive and social tasks (Jha et al., 2007). Seeing the potential benefits of mindfulness in schools, the teacher researchers Maren and Sarah, created a Mindful Breathing and Writing Curriculum prior to the study. The curriculum consists of a four-week lesson guide, including daily writing prompts, mindful breathing exercises, and small group and whole class discussions (see Appendix C). The purpose of this study was to evaluate the ease and feasibility of implementing the curriculum in the secondary English language arts classroom. This was accomplished in two parts: 1) inviting expert evaluators to review the curriculum and provide feedback and 2) implementing the curriculum in the teacher researchers’ classrooms and making observations. IMPLEMENTING MINDFULNESS CURRICULUM 19 METHOD The curriculum previously created by the teacher researchers for this project served as a guide for review by expert evaluators, or implementation and evaluation by teacher researchers. Students were taught skills to help them focus, specifically those skills practiced during mindfulness, to help them improve their ability to learn and work within their school community. The developed curriculum consists of a four-week lesson guide. Each lesson was taught at the beginning of the class period, and took approximately ten minutes to complete. The lessons begin with one of the following writing prompts: a question, an affirmation statement, a quote, a declaration of gratitude, or a short video. Following the writing portion of the lesson, students were asked to share their thoughts within a small group. Once students shared with their small group, individuals were invited to share with the class. The curriculum was shared with two high school teachers (expert evaluators) for review. These expert evaluators gave feedback concerning the potential efficacy of the mindfulness-based writing intervention. The selected teachers used a feedback form to review the curriculum (see Appendix A). The principal investigators implemented two weeks of the four-week curriculum in their classrooms and evaluated the curriculum (see Appendix B). Expert Evaluators Evaluators were chosen from a rural secondary school as experts in teaching English language arts. Two evaluators were contacted by one of the principal investigators and invited to review the Mindfulness and Writing Curriculum as an expert evaluator. Expert evaluator 1 has four years of teaching experience, one being an internship with another district. Expert evaluator 2 has eight years of teaching experience in the same district. Both expert evaluators hold a level 2 teaching license. IMPLEMENTING MINDFULNESS CURRICULUM 20 Teacher Researchers The teacher researchers, Maren and Sarah, implemented the Mindful Breathing and Writing Curriculum in their classrooms. Principal investigator 1 is in her third year of teaching middle school English language arts and holds a level 1 teaching license. Principal investigator 2 is in her fourth year of teaching high school English language arts and holds a level 2 teaching license. Procedures In October 2019, after receiving IRB approval (see Appendix D), district approval, and the necessary consent forms, two evaluators were asked to review the curriculum as expert evaluators. The expert evaluators were given copies of the four-week curriculum and a feedback form for each lesson (see Appendices A & C). The two expert evaluators remained anonymous with their names and information kept confidential. The two teacher researchers implemented the curriculum for the duration of two weeks; teacher researcher 1 implemented eight lessons, and teacher researcher 2 implemented seven lessons. The teacher researchers answered Mindful Breathing and Writing Implementation Questions for each lesson (see Appendix B). Once feedback forms and implementation questions were complete, the teacher researchers gathered the documents to analyze the data, looking at outcomes of implementing the Mindful Breathing and Writing Curriculum. IMPLEMENTING MINDFULNESS CURRICULUM 21 FINDINGS AND DISCUSSION Expert Evaluators The expert evaluators reviewed the four-week curriculum and recorded their suggestions and impressions using the Mindful Breathing and Writing Curriculum Feedback Questions (see Appendix A). Expert evaluator 1 Evaluator 1 suggested several adjustments to the curriculum: provide students with examples of writing responses; better explain how the prompt leads into the lesson; provide students with examples of anchor words to help them regain focus during mindful breathing; shorten the mindful listening section; begin certain lessons with less dialogue; explain the meanings of and be more specific with writing prompts. Evaluator 1 felt that “student participation would be a challenge” and the students may experience a learning curve. Students may also have difficulty thinking of things to write about in their writing responses. Evaluator 1 suggested there could be potential positive effects on students’ well-being and ability to focus on academic tasks as they practiced mindful breathing and writing. He stated, “students are easily stressed out, and taking time to relax will make them feel more positive about the work to come.” He also explained that students had a chance to relax, which resulted in higher energy levels following the lessons. Expert evaluator 2 Evaluator 2 offered several suggestions to modify the curriculum to add guidance for high school students. On several lessons, she suggested providing more examples for anchor words and writing prompts, though she did not include possible examples. In addition, she suggested providing more guidance and reminders of how to practice mindfulness, stating, “I am IMPLEMENTING MINDFULNESS CURRICULUM 22 not sure what adjustments exactly, but I feel like my students would need more guidance or reminders about how to practice mindfulness.” She felt having students take notes during videos would better keep them engaged. One adjustment she recommended was to have students respond to the affirmation writing prompts first so they can mindfully think about the affirmation during the breathing exercise. Evaluator 2 identified some potential challenges of implementing the curriculum. The first challenge she identified was student buy-in. She suggested students may have a difficult time remaining quiet and focused or taking the breathing and writing seriously. She stated, “There will always be he students who want to be the class clown and write something inappropriate.” She also expressed the challenge of getting students to block out distractions and break the bad habit of answering their phone. Evaluator 2 projected several benefits for students that might occur from implementing the Mindfulness and Writing Curriculum. She felt that the process of focusing on the positive, such as affirmations, would help students recognize their strengths and encourage them to try their best in school. She noticed that several of the lessons incorporated brain science and relate to the academic setting, drawing students’ attention to the benefits of increasing their ability to focus. Evaluator 2 explained how the lessons can have a positive effect on students’ well-being by teaching that they are in control of their thoughts and teaching them tools to help them analyze their own emotional well-being. She also noted that the lessons have the potential to help students’ interactions with their peers and listen for understanding. Similarities. Overall both evaluators saw the potential for positive results on students’ well-being and academic success. Both identified a need for providing guidance on some of the IMPLEMENTING MINDFULNESS CURRICULUM 23 breathing exercises and writing prompts. Based on their responses, implementing the curriculum would be fairly easy and pose minimal challenges. Teacher Researchers In addition to collecting feedback from expert evaluators, the teacher researchers, Maren and Sarah, implemented the curriculum in their respective classrooms. Maren implemented seven lessons and Sarah implemented eight lessons. A contributing factor to the abridged curriculum was school scheduling conflicts. Sarah’s district does not hold school on Fridays; therefore, she taught eight lesson during two weeks. Maren’s high school runs on a block schedule where classes are held every other day; therefore, she extended the duration of implementation to two and a half weeks and was able to teach seven lessons. Maren and Sarah used the Mindful Breathing and Writing Curriculum Implementation Questions (Appendix B) to identify the ease and feasibility of the Mindful Breathing and Writing Curriculum. Teacher researcher 1, Sarah I teach sixth grade language arts students. My school district has a four-day week, so I implemented eight lessons Monday through Thursday. As I shared the curriculum with my students I noticed that most of the lessons were easy to implement, primarily because the lessons provided the students with a “bell ringer” activity to begin each class period. The students listened intently to the instruction and acted genuinely interested in the most of the writing prompts. Six of the eight lessons were slightly modified in order to accommodate alterations in scheduling due to school activities, assemblies, etc. These modifications included abbreviated instructions on Lesson 1, Week 1; Lesson 3, Week 1; and Lesson 2, Week 1. I spent less time on the introductory material for Lesson 1, Week 1 because my students took longer than anticipated to get their new writing supplies ready. For Lesson 3, Week 1 I shortened the breathing and IMPLEMENTING MINDFULNESS CURRICULUM 24 writing time by thirty seconds because I needed to cover more of the core curriculum that day. On Lesson 2, Week 2 the school had a lockdown drill, so the class period was shortened. The mindful writing and sharing portions were shortened by three minutes to accommodate the lockdown drill. The last two modifications I made involved replacing the Lesson 4 plans with the Lesson 5 plans each week. Because of the district’s four-day week, I knew my students would miss Lesson 5 each week, so I wanted to give my students the chance to view and respond to the videos in their writing. The video for Lesson 5, Week 2 seemed geared towards an older audience, so I replaced the video with a short YouTube video (“How to Be a Good Listener” AMAZE Org) that I felt my sixth-grade students could relate to better. While observing students’ behavior and considering their responses to the writing prompts, I only noticed one instance of students (and herself) encountering challenges with the curriculum. The narrator for the video used during Lesson 5, Week 1 has a strong British accent, and it was a little bit hard to understand all of the dialogue during the film. I felt like every lesson was beneficial to my students, even if they said they didn’t like it. I found evidence of this in students’ positive small-group discussions, their willingness to listen to their peers’ comments, and their comments during whole-group discussions. Students learned new ways of being kind to themselves through the daily affirmations; they learned about the importance and power of their minds; and they experienced gratitude for the things around them. Several students commented, “It feels calm in here.” One student specifically noticed, “the quiet in the room.” There were a few who said they didn’t really like the mindful breathing. Overall, the majority of students responded positively to the curriculum, and most of the students IMPLEMENTING MINDFULNESS CURRICULUM 25 expressed a desire to continue the mindfulness in writing curriculum beyond the two-week implementation period. “Is it over already?” one student lamented. Teacher researcher 2, Maren I teach high school sophomores and juniors. My school operates on a block schedule; therefore, seven lessons were implemented over two and a half weeks. Time was extended to allow students more exposure to the curriculum. In preparation for implementation, I created a PowerPoint to display writing prompts, instructions, and discussion points. Students were previously accustomed to responding to a question displayed on a PowerPoint at the beginning of class. I noticed that it was more difficult to get them settled and quiet at the start of class because the writing was done after the breathing exercise. At the end of the two and a half weeks, however, students had adjusted to the change in routine, and I noticed students settled down quickly when she started the breathing exercises promptly at the beginning of class. Modified were made on some of the lessons to meet the needs of the students. For Lesson 1, Week 1, I shortened the definition of mindfulness and included instructions on how to breathe deeply, such as inhale through the nose and exhale through the mouth. Students were able to focus more when I modeled the practice and led them through a couple of deep breaths before starting the timer for the actual breathing exercise. I added examples of anchor words, such as “breathe” and “focus” and included reminders each day of what the mindful body position is and how to breathe during the breathing exercises. Some students were able to focus more and follow directions promptly with the added reminders. For Lesson 5, Week 1, I switched the video lesson to Lesson 2, Week 2: Affirmation. The prompt reads, “I am successful at________.” I decided to change this lesson to an affirmation because students were taking a test that day in class. I also encouraged them to fill in the blank with an academic skill they wish to develop. The purpose for IMPLEMENTING MINDFULNESS CURRICULUM 26 the change in lessons was to help students focus on the positive before taking a test, hopefully increasing self-confidence. I also adjusted a few lessons when time constraints were placed on the day. On two occasions, whole class discussion of the writing prompts was cut out in order to fit in state required core content curriculum. The mindfulness curriculum usually took ten to fifteen minutes, but when time restraints occurred, such as shortened class hours due to an assembly, the time spent on the mindfulness curriculum had to be cut to roughly five minutes. I also had to be aware of when I started the lessons in each class because this was a new routine. I had to start the practice right away to get the students settled and focused. The tardy bell became a disruption if the practice was not started at the beginning of class. I felt that each lesson showed potential for positive results in students’ academic achievement. Most students were willing to participate in the mindful breathing and writing and discussion of the practice. I asked students to add a reflection to their written responses about the experience of mindful breathing. The first day many students expressed it was hard to focus. Some written responses included, “I could focus at the beginning, but at the end I was distracted,” and “My mind wandered a lot. I got a little distracted by the kids in the hallway.” A handful of students in each class had a difficult time trying the breathing exercises, and their remarks reflected their attitude. One student’s reply stated, “I think this is unnecessary.” Another student revealed his disinterest with humor: “I had to poop, so I couldn’t focus.” By the fourth time practicing mindful breathing and writing, more students expressed that they were able to focus and redirect their thoughts. Many responses included words like “relaxed” and “calm.” One student reflected, “I really liked having just a couple of minutes to calm down and to just take a break.” Another student shared how the exercises were easier with practice, saying, “I felt IMPLEMENTING MINDFULNESS CURRICULUM 27 a lot better about this breathing exercise than last time. I was able to actually breathe and just kind of refresh.” In conjunction with student responses, students were able to move into the learning tasks after the mindfulness lesson quickly and with greater ease. I felt that the direct correlation between academic achievement and mindfulness is difficult to observe; however, I noticed a bit more focus in the classroom, especially when I started the lesson right at the beginning of class. I observed positive results in students’ well-being, especially on days that focused on affirmations and gratitude. Students did well sharing what they are grateful for in small groups, though they were more apprehensive to share with the entire class. I would set the tone and share my experiences and gratitude, and students seemed to respond positively in turn. Many students expressing similar things they were grateful for and that would spark connection and relating to one another. The curriculum seemed to greatly improved the overall atmosphere of the classroom. The focus on the positive and being present improved the mood of many students. Similarities. We both observed an overall benefit to implementing the Mindful Breathing and Writing Curriculum. We were able to make necessary adjustments to the curriculum to ease its implementation and help students respond well to the practices. Limitations and Recommendations The foremost limitation of this project was the shortened length of curriculum implementation. Without evaluating the entire four-week curriculum, it was difficult to effectively understand the ease and feasibility of implementing the Mindfulness and Writing lessons. As research suggests, mindful breathing helps students establish practices which help them become more confident, respond positively to others, exhibit greater focus, and handle IMPLEMENTING MINDFULNESS CURRICULUM 28 challenges in life (Titone, Feldman, & DeRosato, 2018). Further studies would be helpful in determining the ease and feasibility of implementing mindful breathing and writing when the curriculum, in its entirety, is implemented. Studies on a larger scale, as well as with younger students could be insightful. It would also be interesting to determine students’ opinions on the ease and feasibility of the curriculum. Conclusion Overall, the Mindfulness and Writing Curriculum initially appeared to be both feasible and easy to implement, with minor adjustments to the curriculum. With further consideration, it may be said that the Mindfulness and Writing Curriculum was not feasible, because of time constraints and the mandatory inclusion of core content. Following the study neither Maren nor Sarah continued implementing the Mindfulness and Writing Curriculum in their classrooms on a consistent basis. With this being said, the positive effects of the curriculum should not be overlooked. Although there were instances when time constraints, students’ willingness to participate, or scheduling conflicts interfered with the implementation of the curriculum, the overall effect was positive. As Kroll (2008) suggested, the ELA classroom provides the ideal setting to “... [promote] mindfulness, contemplation, and reflection” (p. 73). Both the teacher researchers and the expert evaluators observed students’ heightened sense of calm, and greater ability to focus on academic tasks following mindful breathing and writing tasks. Furthermore, the teacher researchers observed that the actual implementation of the Mindful Breathing and Writing Curriculum in the classroom fostered more social involvement and better communication skills among the students. IMPLEMENTING MINDFULNESS CURRICULUM 29 REFERENCES Birdie, A. K. (2015). Mindfulness and its role in the workplace. Indian Journal of Positive Psychology, 6(4), 432-435. Black, D. S., & Fernando, R. (2014). Mindfulness training and classroom behavior among lower-income and ethnic minority elementary school children. Journal of Child and Family Studies, 23, 1242-1246. Bloom, B., Dey, A. N., & Freeman, G. (2006). Summary health statistics for U.S. children: National Health Interview Survey 2005. Vital Health Statistics, 10, 1-84. Burke, C. A. (2010). Mindfulness-based approaches with children and adolescents: A preliminary review of current research in an emergent field. Journal of Child and Family Studies, 19(2), 133–144. doi.org/10.1007/s10826-009-9282-x. 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Promoting prosocial behavior and self-regulatory skills in preschool children through a mindfulness-based kindness curriculum. Development Psychology, 51(1), 44-51. doi:10.1037/a0038256. Flook, L., Smalley, S. L., Kitil, J. M., Galla, B. M., Kaiser-Greenland, S., Locke, J., Ishijima, E., & Kasari, C. (2010). Effects of mindful awareness practices on executive functions in elementary school children. Journal of Applied School Psychology, 26(1), 70-95. doi.org/10.1080/15377900903379125 Garretson, K. (2010). Being allowing and yet directive: Mindfulness meditation in the teaching of developmental reading and writing. New Directions for Community Colleges, 2010(151), 51–64. https://doi-org.hal.weber.edu/10.1002/cc.415 Hoffman, M. L. (1994). Empathy, role taking, guilt, and development of altruistic motives. In B. Puka (Ed.), Reaching out: Caring, altruism, and prosocial behavior (pp. 196–218). New York: Garland Publishing. Hofmann, S.G., Sawyer, A. T., Witt, A. A., & Oh, D. (2010). The effect of mindfulness-based therapy on anxiety and depression: A meta-analytic review. Journal of Consulting and Clinical Psychology, 78, 169-183. doi=10.1037/a0018555 Jha, A. P., Krompinger, J., & Baime, M. J. (2007). Mindfulness training modifies subsystems of attention. Cognitive, Affective & Behavioral Neuroscience, 7, 109-119. doi.org/10.3758/CABN.7.2.109 Kabat-Zinn, J. (1994). Wherever you go, there you are: Mindfulness meditation in everyday life. New York: Hyperion. IMPLEMENTING MINDFULNESS CURRICULUM 31 Kroll, K. (2008). On paying attention: Flagpoles, mindfulness, and teaching writing. Teaching English in the Two-Year College, 36(1), 69–78. Retrieved from https://search-ebscohost-com. hal.weber.edu/login.aspx Langer, E. J. (1989). Mindfulness. Reading, MA: Addison-Wesley. Leland, M. (2015). Mindfulness and student success. Journal of Adult Education, 44(1), 19–24. Retrieved from https://search-ebscohost-com.hal.weber.edu/login.aspx Levy, D. M., Wobbrock, J.O., Kasznaik, A.W., & Ostergen, M. (2011). Initial results from a study of the effects of meditation on multitasking performance. Proceedings of the 2011 Annual Conference Extended Abstracts on Human Factors in Computing Systems, 2011- 2016. Makki, A., Ajmal, A., & Bajwa, R. S. (2018). Impact of mindfulness on mental health of patients diagnosed with major depressive disorder. Isra Medical (Okay) Journal, 10(2), 66-69. McCracken, L.M., Gauntlett-Gilbert, J., & Vowles, K.E. (2007). The role of mindfulness in a contextual cognitive-behavioral analysis of chronic pain-related suffering and disability. Pain, 131, 63–69. Oberle, E., Schonert-Reichl, K., Lawlor, M., & Thomson, K. (2012). Mindfulness and inhibitory control in early adolescence. Journal of Early Adolescence, 32(4), 565-588. doi/10.1177/0272431611403741 Poon, A., & Danoff-Burg, S. (2011). Mindfulness as a moderator in expressive writing. Journal of Clinical Psychology, 67(9), 881–895. https://doi.org/10.1002/jclp.20810. Schonert-Reichl, K.A., Oberle, E., Stewart Lawlor, M., Abbott, D., Thomson, K., Oberlander, T. F., & Diamond, A. (2015). Enhancing cognitive and social-emotional development through a simple-to-administer mindfulness-based school program for elementary school IMPLEMENTING MINDFULNESS CURRICULUM 32 children: A randomized controlled trial. Development Psychology, 51(1), 52-66. doi:10.1037/a0038454 Thomaes, S., Bushman, B. J., de Castro, B. O., & Reijntjes, A. (2012). Arousing "gent le passions" in young adolescents: Sustained experimental effects of value affirmations on prosocial feelings and behaviors. Developmental Psychology, 48(1), 103-110. Titone, C., Feldman, E., & DeRosato, M. (2018). Getting the buffalo off their chests. Educational Leadership, 75(4), 74–77. Retrieved from https://search-ebscohost-com. hal.weber.edu/login.aspx Waters, L., Barsky, A., Ridd, A., & Allen, K. (2015). Contemplative education: A systematic, evidence-based review of the effect of meditation intervent ions in schools. Educational Psychology Review, 27(1), 103–134. https://doi-org.hal.weber.edu/10.1007/s10648-014- 9258-2 Williams, J. G., Kabat-Zinn, J. (2011). Mindfulness: Diverse perspectives on its meaning, origins, and multiple applications at the intersection of science and dharma. Contemporary Buddhism, 12(1), 1-18. doi:10.1080/14639947.2011.564811 Willoughby, B. B., Lepp, N.E., Niles, H.F., Halsey, F., Rocha, T., Fisher, N. E., & Gold, J. S. (2014). A randomized controlled pilot trial of classroom-based mindfulness meditation compared to an active control condition in sixth-grade children. Journal of School Psychology, 52(3), 263-278. Doi.org/10.1016/j.jsp.2014.03.002 Wisner, Betsy L., Jones, Barbara, Gwin, David (2010). School-based meditation practices for adolescents: a resource for strengthening self-regulation, emotional coping, and self-esteem. Children & Schools. 32(3), 150-159. Zalaznick, Matt. (2017). Mindfulness makes a difference. District Administration, 53(5), 24-28. IMPLEMENTING MINDFULNESS CURRICULUM 33 Zenner, C., Herrnleben-Kurz, S., & Walach, H. (2014). Mindfulness-based interventions in schools—a systematic review and meta-analysis. Frontiers in Psychology, 5, 1–20. doi.org/10.3389/fpsyg.2014.00603 IMPLEMENTING MINDFULNESS CURRICULUM 34 Appendix A Feedback Questions Reviewer:___________________ Lesson:___________________ Date:______________ Please answer the following questions to provide feedback on the curriculum. 1. What, if any, adjustments would you suggest for this lesson? 2. What parts of implementing this lesson do you feel would be challenging? 3. What parts of implementing this lesson do you feel would be easy? 4. Do you feel like this lesson would have a positive effect on your students’ ability to focus on academic tasks? Why or why not? 5. Do you feel like this lesson would have a positive effect on your students’ well-being? Why or why not? IMPLEMENTING MINDFULNESS CURRICULUM 35 Appendix B Mindfulness and Writing Curriculum Implementation Questions Please answer the following questions about your experience with the mindfulness and writing curriculum today. Each question is either a yes/no response, or a short answer response. Today’s Date: Lesson: (Day) (Week) 1. Did you make any adjustments to the curriculum today? (Y/N) If yes, will you please describe the changes you made and explain why you made these changes? 2. How long did this particular mindfulness and writing lesson take? 3. Were there parts of this mindfulness lesson that were challenging for you or your students? (Y/N). If yes, please explain. 4. Do you feel this lesson had a positive effect on your students? Why or why not? 5. Did your students offer any feedback about this lesson? (Y/N). Please briefly explain. IMPLEMENTING MINDFULNESS CURRICULUM 36 Appendix C Mindful Breathing and Writing Curriculum In order for the mindfulness and writing lessons to be successful, the first week’s lesson serves as an introduction to mindfulness. Subsequent weekly lessons focus on a specific mindfulness practices, and include the following elements: 1. Introduction to the day’s writing prompt, which will include questions (Monday), affirmations (Tuesday), quotes (Wednesday), gratitude acknowledgements (Thursday) and videos (Friday). 2. Two minutes of mindful breathing 3. Three to five minutes of writing 4. Two minutes of sharing within a small group (four-five students) 5. Two minutes of sharing with the whole class IMPLEMENTING MINDFULNESS CURRICULUM 37 Week 1 Mindfulness Introduction Lesson 1 Question: “What does it mean to you to be mindful?” Lesson 2 Affirmation: I am enjoying being present in this moment. Lesson 3 Quote: “Wherever you go, there you are.” – Jon Kabat- Zinn Lesson 4 Gratitude Shout Out Lesson 5 Video: “The Science Behind Mindfulness Meditation” https://www. youtube.com/ watch?v=VT A0j8FfCvs&l ist=PLl- ORqCFxNFk nSIYEngnCl xR4Qs1NXd 10&index=4 Week 2 Mindful Sound & Listening Lesson 1 Question: “Are there some sounds that have an influence on you? Why?” Lesson 2 Affirmation: I am successful at _________. Lesson 3 Quote: “Most people do not listen with the intent to understand; they listen with the intent to reply.” ― Stephen R. Covey Lesson 4 Gratitude Shout Out Lesson 5 Video: “Thich Nhat Hanh on Compassionat e Listening | SuperSoul Sunday | Oprah Winfrey Network” https://www. youtube.com/ watch?v=lyU xYflkhzo&lis t=PLl- ORqCFxNFk nSIYEngnCl xR4Qs1NXd 10&index=2 &t=0s IMPLEMENTING MINDFULNESS CURRICULUM 38 Week 3 Mindful Responses Lesson 1 Question: “Can you think of a time when you have felt an emotion very strongly and you felt out of balance or “knocked to the ground”? Lesson 2 Affirmation: I enjoy being a proficient writer and am confident in my ability. Lesson 3 Quote: "Our thoughts have the power to paralyze us, or start wars… If thoughts are making our world, it might be helpful to take a look at the world we’re fashioning.” - Leave Your Mind Behind, McKay & Sutker Lesson 4 Gratitude Shout Out Lesson 5 Video: JusTme - D.F.Y.L (Don't Flip Yo' Lid) https://www. youtube.com/ watch?v=cpE aYOxKIA0& list=PLl- ORqCFxNFk nSIYEngnCl xR4Qs1NXd 10&index=2 Week 4 Mindful Kindness Lesson 1 Question: “How would you define happiness? Why?” Lesson 2 Affirmation: I am happy and grateful for my accomplish-ment of_________ Lesson 3 Quote: “All those happy in the world are so because of their desire for the happiness of others.” – Shantideva Lesson 4 Gratitude Shout Out Lesson 5 Video: "Just Breathe" https://www. youtube.com/ watch?v=- YEZnrySrtQ &list=PLl- ORqCFxNFk nSIYEngnCl xR4Qs1NXd 10&index=10 IMPLEMENTING MINDFULNESS CURRICULUM 39 Mindful Breathing and Writing Week 1 Introduction to Mindfulness Learning Objectives: 1. Define mindfulness 2. Explain and demonstrate mindful body position 3. Practice mindful breathing Lesson 1, Week 1 Writing Prompt: Question What does it mean to you to be mindful? Definition of Mindfulness Mindfulness is defined as "paying attention in a particular way: on purpose, in the present moment, nonjudgmentally" (Kabat-Zinn, 1994, p. 4). Where do you think your mind is? We may spend hours developing our social skills, physical bodies, or our intellect without considering the incredible abilities of our mind. Mindfulness is designed to help us strengthen our minds so we can focus better, and develop acceptable social skills (empathy, decision-making, communication). During the next four weeks we will be practicing mindfulness by incorporating mindful breathing and writing. Even though you might feel like mindfulness is a little bit crazy or even pointless, try to give it an honest effort this first time. After all, how will you know if it works until you try it? Let’s think of some ways mindfulness might be relevant in your life: Have you ever… said something you wish you hadn’t? felt nervous or anxious about something? IMPLEMENTING MINDFULNESS CURRICULUM 40 been in a bad mood, and didn’t know why? been daydreaming when a teacher called on you? discovered that you perform better when you feel focused? Mindfulness Practice Mindfulness is honestly quite simple. We will focus on sound, breath, movement, thoughts, emotions, and other things that influence us. Mindfulness will consist of short periods of paying attention on purpose. Over time, these simple techniques will help strengthen your mind. Posture Each time we practice mindfulness, we will begin by getting into our “mind ful body” which is a a mindful posture that follows five guidelines: 1. Face forward 2. Upright sitting position (back is straight) 3. Stillness 4. Quiet 5. Relaxed, alert mind and body 6. Eyes closed Mindful Breathing Today we will try one minute in this mindful posture. (The teacher can ring a bell or simply say, “Begin.”) Try to count each breath, paying close attention to each inhale and exhale. Writing (3-5 minutes) Now, take three minutes to respond to the writing prompt we mentioned at the beginning of the lesson. Discussion Students will share with their small group for one minute, and then students can share with the whole class for two minutes. IMPLEMENTING MINDFULNESS CURRICULUM 41 IMPLEMENTING MINDFULNESS CURRICULUM 42 Lesson 2, Week 1 Writing Prompt: Affirmation I am enjoying being present in this moment. Mindful Breathing (2 minutes) We will practice mindful breathing for two minutes. As you breathe today, try to choose a word that will help you “anchor” your thoughts if you encounter distractions while practicing mindful breathing. Say this word to yourself to gently guide your thoughts back to the present moment. Writing (3-5 minutes) Please take three minutes to respond to the writing prompt we mentioned at the beginning of the lesson. Discussion Students will share with their small group for one minute, and then students can share with the whole class for two minutes. IMPLEMENTING MINDFULNESS CURRICULUM 43 Lesson 3, Week 1 Writing Prompt: Quote “Wherever you go, there you are.” – Jon Kabat-Zinn Mindful Breathing (2 minutes) We will practice mindful breathing for two minutes. Remember to use your anchor word to help you stay focused on your breathing. Writing (3-5 minutes) Please take three minutes to respond to the writing prompt we mentioned at the beginning of the lesson. Discussion Students will share with their small group for one minute, and then students can share with the whole class for two minutes. IMPLEMENTING MINDFULNESS CURRICULUM 44 Lesson 4, Week 1 Writing Prompt: Gratitude Shout Out Today we will think of something we are thankful for this week. As you practice mindful breathing, try to notice how you feel as you think of the person/thing you are thankful for. Mindful Breathing (2 minutes) We will practice mindful breathing for two minutes. Remember to use your anchor word to help you stay focused on your breathing. Writing (3-5 minutes) Please take three minutes to write about what you are thankful for this week. Why are you thankful? What prompted your gratitude? Discussion Students will share with their small group for one minute, and then students can share with the whole class for two minutes. IMPLEMENTING MINDFULNESS CURRICULUM 45 Lesson 5, Week 1 Writing Prompt: Video “The Science Behind Mindfulness Meditation” Mindful Breathing (2 minutes) We will practice mindful breathing for two minutes. Remember to use your anchor word to help you stay focused on your breathing. Writing (3-5 minutes) Please take three minutes to respond to the video we watched at the beginning of the lesson. Discussion Students will share with their small group for one minute, and then students can share with the whole class for two minutes. IMPLEMENTING MINDFULNESS CURRICULUM 46 Mindful Breathing and Writing Week 2 Mindful Sound & Listening Learning Objectives: 1. Continue defining mindfulness 2. Practice mindfulness listening 3. Explore emotions and how they affect our bodies. Lesson 1, Week 2 Writing Prompt: Question Are there some sounds that have an influence on you? Why? Mindful Listening This week we will focus on acknowledging the sounds around us. Remember that mindfulness is paying attention to what we are experiencing without judgment. Often, we are so distracted by the sounds competing for our attention, that our mind becomes overwhelmed. We are beginning to develop the ability to observe a single thing for an extended amount of time. Mindfulness can better equip us to overcome the distractions caused by phone calls, texting, Instagram, Snapchat, video games, etc. As we begin mindful breathing today, pay special attention to the sounds your body makes as you inhale and exhale. If you hear any outlying sound, acknowledge it, and then use your anchor word to guide your thoughts back. Mindful Breathing (2 minutes) We will practice mindful breathing for two minutes. Remember to use your anchor word to help you stay focused on your breathing. Writing (3-5 minutes) Please take four minutes to respond to the question we asked at the beginning of the lesson. IMPLEMENTING MINDFULNESS CURRICULUM 47 Discussion Students will share with their small group for one minute, and then students can share with the whole class for two minutes. IMPLEMENTING MINDFULNESS CURRICULUM 48 Lesson 2, Week 2 Writing Prompt: Affirmation I am successful at _________. Mindful Breathing (2 minutes) We will practice mindful breathing for two minutes. Remember to use your anchor word to center your thoughts. Also, acknowledge the sounds you hear. Writing (3-5 minutes) Please take three minutes to respond to the writing prompt we mentioned at the beginning of the lesson. Discussion Students will share with their small group for one minute, and then students can share with the whole class for two minutes. IMPLEMENTING MINDFULNESS CURRICULUM 49 Lesson 3, Week 2 Writing Prompt: Quote “Most people do not listen with the intent to understand; they listen with the intent to reply.” ― Stephen R. Covey Mindful Breathing (2 minutes) We will practice mindful breathing for two minutes. Remember to use your anchor word to help you stay focused on your breathing. Writing (3-5 minutes) Please take three minutes to respond to the writing prompt we mentioned at the beginning of the lesson. Discussion Students will share with their small group for one minute, and then students can share with the whole class for two minutes. IMPLEMENTING MINDFULNESS CURRICULUM 50 Lesson 4, Week 2 Writing Prompt: Gratitude Shout Out Please think of something you are thankful for this week as you practice mindful breathing. Mindful Breathing (2 minutes) We will practice mindful breathing for two minutes. Remember to use your anchor word to help you stay focused on your breathing, while thinking about why you are grateful. Writing (3-5 minutes) Now, take three minutes to write about what you are thankful for this week. Why are you thankful? What prompted your gratitude? Discussion Students will share with their small group for one minute, and then students can share with the whole class for two minutes. IMPLEMENTING MINDFULNESS CURRICULUM 51 Lesson 5, Week 2 Writing Prompt: Video “Thich Nhat Hanh on Compassionate Listening | SuperSoul Sunday | Oprah Winfrey Network” Mindful Breathing (2 minutes) We will practice mindful breathing for two minutes. Remember to use your anchor word to help you stay focused on your breathing. Writing (3-5 minutes) Please take three minutes to respond to the video we watched at the beginning of the lesson. Discussion Students will share with their small group for one minute, and then students can share with the whole class for two minutes. IMPLEMENTING MINDFULNESS CURRICULUM 52 Mindful Breathing and Writing Week 3 Mindful Responses Learning Objectives: 1. Understand the difference between reactions and responses 2. Take conscious breaths during mindfulness 3. Utilize “anchor” words Lesson 1, Week 3 Writing Prompt: Question Can you think of a time when you have felt an emotion very strongly and you felt out of balance or “knocked to the ground”? Mindful Responses Picture in your mind the last time you felt a strong emotion towards someone, specifically, anger. How did you handle the situation? Do you feel like you reacted or responded? Did you regret your actions? Now, consider the moment right before you reacted/responded to the situation. Where did you feel this emotion in your body? Was it in your face? In your chest? In your head? When we react, we don’t take time to consider the situation, but when we respond, we acknowledge the emotions we are feeling and take a moment to contemplate how we are affected. We observe, “I’m pretty angry right now,” or “My head is burning and I feel like my chest is about to explode.” We can label our feeling as “anger” or “frustration” and decide how to handle our emotions. When we take a more objective view of our response to a situation, we are able to create distance between ourselves and the situation. We are able to respond rather than react. Mindful Breathing (2 minutes) IMPLEMENTING MINDFULNESS CURRICULUM 53 We will practice mindful breathing for two minutes. Remember to use your anchor word to help you stay focused on your breathing. Try to consciously count each breath. Writing (3-5 minutes) Please take three minutes to respond to the question we asked at the beginning of the lesson. Discussion Students will share with their small group for one minute, and then students can share with the whole class for two minutes. IMPLEMENTING MINDFULNESS CURRICULUM 54 Lesson 2, Week 3 Writing Prompt: Affirmation I enjoy being a proficient writer and am confident in my ability. Mindful Breathing (2 minutes) We will practice mindful breathing for two minutes. Utilize your anchor word if your mind wanders. Writing (3-5 minutes) Please take three minutes to respond to the writing prompt we mentioned at the beginning of the lesson. Discussion Students will share with their small group for one minute, and then students can share with the whole class for two minutes. IMPLEMENTING MINDFULNESS CURRICULUM 55 Lesson 3, Week 3 Writing Prompt: Quote "Our thoughts have the power to paralyze us, or start wars… If thoughts are making our world, it might be helpful to take a look at the world we’re fashioning.” -Leave Your Mind Behind, McKay & Sutker Mindful Breathing (2 minutes) We will practice mindful breathing for two minutes. Remember to use your anchor word to help you stay focused on your breathing. Writing (3-5 minutes) Please take three minutes to respond to the quote we mentioned at the beginning of the lesson. Discussion Students will share with their small group for one minute, and then students can share with the whole class for two minutes. IMPLEMENTING MINDFULNESS CURRICULUM 56 Lesson 4, Week 3 Writing Prompt: Gratitude Shout Out Please think of something you are thankful for this week as you practice mindful breathing. Mindful Breathing (2 minutes) We will practice mindful breathing for two minutes. Remember to use your anchor word to help you stay focused on your breathing, while thinking about why you are grateful. Writing (3-5 minutes) Now, take three minutes to write about what you are thankful for this week. Why are you thankful? What prompted your gratitude? Discussion Students will share with their small group for one minute, and then students can share with the whole class for two minutes. IMPLEMENTING MINDFULNESS CURRICULUM 57 Lesson 5, Week 3 Writing Prompt: Video JusTme - D.F.Y.L (Don't Flip Yo' Lid) Mindful Breathing (2 minutes) We will practice mindful breathing for two minutes. Remember to use your anchor word to help you stay focused on your breathing. Writing (3-5 minutes) Please take three minutes to respond to the video we watched at the beginning of the lesson. Discussion Students will share with their small group for one minute, and then students can share with the whole class for two minutes. IMPLEMENTING MINDFULNESS CURRICULUM 58 Mindful Breathing and Writing Week 4 Mindful Kindness Learning Objectives: 1. Understand how to send kind thoughts during mindfulness 2. Discuss the effects of kind thoughts on those around us 3. Practice mindfulness while sending kind thoughts Lesson 1, Week 4 Writing Prompt: Question How would you define happiness? Why? Mindful Kindness What makes you happy? Can you think of at least two kind people whom you know pretty well? Now, slowly close your eyes and picture one of these people in you mind. Imagine this person doing something that brings you happiness. While it’s nice to think of how these people bring you happiness, most people would agree that people are most happy when they are contributing to others’ happiness. When we practice mindful breathing today, we are going to practice sending kind thoughts to someone we know. This person can be someone very close to you, or he/she could be a mere acquaintance you see at work or school. As you think of this person, try to imagine him/her doing things that cause his/her happiness. Practice sending kind thoughts: “I hope for your happiness; I hope for your good health; I hope for your success…” Pretend that your kind thoughts will reach this person and cause a positive change in his/her life. Mindful Breathing (2 minutes) IMPLEMENTING MINDFULNESS CURRICULUM 59 We will practice mindful breathing for two minutes. Remember to use your anchor word to help you stay focused on your breathing. Try to send good thoughts to someone. Writing (3-5 minutes) Please take five minutes to respond to the question we asked at the beginning of the lesson. Discussion Students will share with their small group for one minute, and then students can share with the whole class for two minutes. IMPLEMENTING MINDFULNESS CURRICULUM 60 Lesson 2, Week 4 Writing Prompt: Affirmation I am happy and grateful for my accomplishment of_________. Mindful Breathing (2 minutes) We will practice mindful breathing for two minutes. Use your anchor word to gently guide your keep your mind focused. Writing (3-5 minutes) Please take three minutes to respond to the writing prompt we mentioned at the beginning of the lesson. Discussion Students will share with their small group for one minute, and then students can share with the whole class for two minutes. IMPLEMENTING MINDFULNESS CURRICULUM 61 Lesson 3, Week 4 Writing Prompt: Quote “All those happy in the world are so because of their desire for the happiness of others.” – Shantideva Mindful Breathing (2 minutes) We will practice mindful breathing for two minutes. Remember to use your anchor word to help you stay focused on your breathing. Writing (3-5 minutes) Please take three minutes to respond to the quote we mentioned at the beginning of the lesson. Discussion Students will share with their small group for one minute, and then students can share with the whole class for two minutes. IMPLEMENTING MINDFULNESS CURRICULUM 62 Lesson 4, Week 4 Writing Prompt: Gratitude Shout Out Please think of SOMEONE you are thankful for this week as you practice mindful breathing. Mindful Breathing (2 minutes) We will practice mindful breathing for two minutes. Remember to use your anchor word to help you stay focused on your breathing, while thinking about why you are grateful for the person you you are grateful for. Writing (3-5 minutes) Now, take three minutes to write about what you are thankful for this week. Why are you thankful? What prompted your gratitude? Discussion Students will share with their small group for one minute, and then students can share with the whole class for two minutes. IMPLEMENTING MINDFULNESS CURRICULUM 63 Lesson 5, Week 4 Writing Prompt: Video "Just Breathe" Mindful Breathing (2 minutes) We will practice mindful breathing for two minutes. Remember to use your anchor word to help you stay focused on your breathing. Writing (3-5 minutes) Please take three minutes to respond to the video we watched at the beginning of the lesson. Discussion Students will share with their small group for one minute, and then students can share with the whole class for two minutes. IMPLEMENTING MINDFULNESS CURRICULUM 64 Appendix D