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Does It Make a Difference to the Students? Ms. Wright has begun to see what she is terming a restorative impact on the day for students who are practicing mindfulness. She has found that if her students are practicing mindfulness and reflec- tion before she begins teaching them for the day, the classroom settles down with a focused energy. This is allowing students to have a deepened understanding of the interconnectedness of self, others, and the world.


However, this change isn’t just happening in her classroom, the entire district has taken notice of the changes and many teach- ers have implemented her Mindful Moments. These teachers who have come on board with the idea are also finding similar results. Ms. Wright believes that helping students learn mindfulness and stress defusing techniques will have a “ripple effect of good” on the student’s lives.


Another teacher, Kahseim Outlaw had presented to his school faculty on the benefits of mindfulness, meditation and yoga, and later was able to start up an after-school yoga class for the faculty and students at his school. With each class, Kahseim taught yoga concepts and techniques. The basics of yoga lie in connecting mind and body and brings with it the ability to look deeper into ac- tions and thoughts to find one’s purpose and path. While these are foundations of yoga practice, understanding these concepts is what takes a 1-hour yoga class and causes its impact to spread through- out one’s week and life.


In the beginning of the semester, the attendees were mostly faculty with a few scattered appearances by students. However, by week 5, there were more students attending than there were faculty members in the class. By the end of the 16-week semester, Kahseim was the only faculty present, all other attendees were students. Students were choosing to stay after-school to practice, discuss and explore meditation and yoga. Students saw that staying for yoga for an hour would have a better effect on their lives than other activi- ties they could be engaged in. Even during finals week, students wanted to stay for yoga, because they were seeing the difference a weekly 1-hour yoga class was having on their mindset, choices and academics.


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According to Terri Bhatt, educator and founder of Zen-Den and Calm-tripeneur, students who are struggling with routines or the interactions in a classroom will benefit the most from mindful- ness and releasing stress practices. Struggling students are often termed defiant, however, refusal is a frequent component of anxiety disorders in children and adolescents. There is a growing cohort of high school students receiving mental health diagnoses, primar- ily anxiety and depression. When refusal coping techniques begin showing, teachers generally remove students from the class so that other students can continue to learn.


However, it is critical to maintain school attendance to the greatest extent possible. Absence from school or class reinforces anxiety rather than diminishing it. In an effort to positively alter discipline methods for students who have social anxiety, Ms. Bhatt's program creates a safe haven, a Zen den, with minimal stressors and natural lighting to help students focus on relaxing. This approach to handle students who are struggling gives them the chance to redirect and learn better methods of dealing with stress. The students are finding that they can focus on finding balance again and return to learning quickly, rather than focusing on their ‘misbehavior.’ Ms. Bhatt’s program has seen immediate results in changing student’s behaviors.


In closing, it should be said that with so much chaos and stress surrounding us, it is great to know that the future genera- tion is being taught better coping mechanisms for handling the hard moments in life. Maybe our children will be able to do more than cope, maybe they will be able to rise above stress and live in mindful awareness in every moment of their life. But to give them the chance to have a different lifestyle and to know a less stressful existence, educators and parents need to make a mindset change. Schools of today and tomorrow need to embrace a new culture of learning and thinking, whereby classrooms become mindscapes for engaging and drawing upon the inherent creative and intellectual capacities of all learners. It is now necessary to deconstruct the cur- rent educational framework and dialogue on reconstructing ones that better address the challenges of learning and thinking in the 21st century.


Dr. James Trifone is the Academic Director for The Graduate Insti- tute’s Master of Arts in Learning and Thinking Degree Program in Bethany, CT. Visit learn.edu. See ads on page 5 and 23.


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