“Five Deep Breaths” Julia Cook’s book, Soda Pop Head6
was the inspiration for
a spontaneous and collaborative whole class composition. The book, which was read by my whole school, suggested taking five deep breaths as a strategy for switching from a “reactive” to a “proactive” response. I was so excited that breathing was recommended as a way to calm one’s emo- tions! One 2nd grade boy animatedly described how mad he gets when his brother pushes him. That launched us: we went to the staff board and wrote a song called “Five Deep Breaths”. By the end of the year, the phrase “take five deep breaths” had gotten a lot of press in classrooms throughout the school and even in teacher meetings! It reinforced that the breath is a valid, effective way to calm one’s emotions.
The “Zoop” Jar
To handle my daily schedule of nine classes, I looked for a tool to maintain my own energy. With the help of a sec- ond grade class, we came up with a chant to highlight and encourage positive behaviors and attitudes. Zap meant si- phoning energy from the teacher and zoop meant feeding me good energy that replenished my energy level. As a class we talked about how I had to be mindful of my energy as I went through the day. The chant, to which we added a clapping and movement pattern, goes like this:
truly represented depositing good energy into me. Students loved this activity and it successfully served dual purposes, promoting student positive behaviors and maintaining my energy. I was grateful for the zoop jar and students’ efforts to fill it!
Composing Songs about Mindfulness with 4th Grade Classes
Through our public library’s “Library Songsters” program Joe Reilly, a local singer/songwriter, came in to write songs about aspects of mindfulness with each of the 4th grade classes.7
These songs were created collaboratively. Each
class began with a centering exercise followed by discus- sions about paying attention, being grateful, and keeping one’s cool. As a result of the centering exercise students could delve to a deeper level to answer questions like “What does it feel like when you pay attention? How do you see the effects of paying attention play out in your life?” All of their comments became the content of the lyrics. We wrote three songs, “I’m Grateful For My Life,” “Pay Attention,” and “Keep It Cool.” The chorus of one song celebrates grati- tude:
I’m Thankful For My Life by Mrs. Ross’ 4th grade class, Lawton Elementary School, 2015
Chorus: Bb/F I’m thankful for my life.
I’m grateful for my friends and family. I’m thankful for my life And everything that’s a part of me.
Verse: Eb/Bb/Gm/F
I’m thankful for my eyes that help me see, For the plants animals and trees, For my parents and my whole family, For the good that’s in everything.
I’m thankful for my friends who are there for me. They cheer me up and make me so happy. I’m thankful for my voice so I can sing For civil rights and Martin Luther King.
Whenever something notably positive happened, such as students showing kindness, making a remarkable insight or connection, making beautiful music, or blowing me away with the intensity of their listening, I would honor that spe- cial moment by designating a student to drop a glass pebble into the ‘zoop’ jar after the entire class had chanted. When we heard the much-anticipated ‘clink!’ pebble, I gestured a downward movement from head to belly, as if the pebble
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When I remember this thankful attitude And fill my heart and mind with gratitude, I feel calm, centered, and at peace I feel triumphant and happy.
Students and teachers alike need energetic balance. mately, we all need to be working with emotional intelli-
Ulti-
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