Key Concepts/Goals: Self-Confidence, Practice Using Anchors, Increase Awareness
Format: Video
Prerequisite: None

This video is similar to the Chapter 1 glitter jar video, but there is one significant change. See if you and your students notice anything different about the glitter jar in this video…

With self-awareness being the theme of this chapter, the glitter jar provides a tangible way for students to see the storm that can often be in their minds and acts as a visual anchor in which to rest, facilitating an ever-important pause. This video can be used any time students need a centering activity (before a presentation, while settling into morning meeting, or after an incident).

Key Concepts/Goals: Self-Confidence, Practice Using Anchors, Increase Awareness
Format: Image
Prerequisite: Introducing the Weather Anchor

This image is available for use during check-ins with your students after watching the explanation in the video “Introducing the Weather Anchor” in the Exploring section of the Student Site.

Key Concepts/Goals: Recognize Inner Voice, Increase Awareness, Practice Using Anchors
Format: Video
Prerequisite: None

This four-part breath practice incorporates movement with breathing and can be an excellent breath to practice if students are sleepy or sluggish. This practice is best done at home or outside so that everyone has plenty of space.

To really get students’ blood flowing and let out excess energy, you can add to the video by having students exhale all the way down to the ground with the last breath.

N: Be sure to ask students what they notice after they practice this active breath.

Key Concepts/Goals: Self-Knowledge, Autopilot, Brain Science, Practicing Using Anchors
Format: Video
Prerequisite: Brain Science: Part 2

The diaphragm is a muscle in the body that we can engage when we breathe intentionally. By taking a full inhale into the abdomen, we engage this muscle, stretching it very thin. This induces a relaxation response within our body and is an automatic process that sends a signal to the brain to “calm down.”

Please Note: Sometimes when taking a deep breath in, we expand our rib cage but do not bring the air lower into our abdomen. As a result, when students have their hands on their belly during this exercise, it will actually go down or in, toward the spine when they take a big breath in. See if you can cue students to keep trying to inflate the area under their hands so that their hands move away from their bodies during the inhale.

Key Concepts/Goals: Self-Knowledge, Self-Compassion, Practice Using Anchors, Increase Awareness
Format: Video
Prerequisite: None

Squeezing and releasing various parts of the body provides an opportunity to notice the contrast between tightening and softening. Sometimes we hold parts of our bodies, like our jaw or our shoulders, very tightly and don’t really notice. In this video, Miss Amber guides students to exaggerate the tightening in order to better notice the opportunity to soften.

H: Invite students to practice the following:

– Next time they observe themselves tightening in a challenging situation, see if they can do the opposite and soften.

Key Concepts/Goals: Self-Confidence, Autopilot, Brain Science, Practice Using Anchors, Increase Awareness
Format: Video
Prerequisite: Autopilot

This video gives students an opportunity to try the game out again after experiencing it on the “Autopilot” video.

N: Ask your students these questions:

– How it was to listen carefully for the next instruction?
– What happens when they stop paying attention?
– How does this apply in school or at home?

Key Concepts/Goals: Self-Knowledge, Practice Using Anchors, Increase Awareness
Format: Video
Prerequisite: Mindful Walking: Part 1

In this follow-up video, Miss Vanessa invites students to take their skills of focusing just on their feet and their balance from “Mindful Walking: Part 1” in the last chapter to now taking 10 mindful steps. Students will still focus on their feet and their balance, only now they will add counting to help keep them focused on their walking.

N: Ask students these noticing questions:

– What was it like to walk mindfully?
– When can they take mindful steps and how would that be helpful?

Key Concepts/Goals: Increase Awareness, Develop Accurate Self-Perception
Format: Video
Prerequisite: None

Taking a brain break for a quick stretch can facilitate a smooth transition or bring focus back during long academic times.

N: Ask your students:

– What did they noticed after this quick stretch (energetic rise or fall, where they felt a stretch, if they were holding their breath)?
– How is this helpful?

Key Concepts/Goals: Self-Compassion, Increase Awareness
Format: Video
Prerequisite: Curious Noticing, 5-4-3-2-1

This guided visualization allows listeners to sit back and take a break, imagining they are taking a trip to the ocean. They will be asked to notice what they see, hear, smell, and feel while on this guided “trip.” This simple awareness practice can be a nice break in the middle of a busy day.

Key Concepts/Goals: Self-Knowledge, Practice Using Anchors, Increase Awareness
Format: Audio
Prerequisite: None

In this video, Miss Karly takes students through two different listening activities that focus on using sound as an anchor.

N: Debrief with students using the following questions:

– Which activity resonated with them more? Do they know why?
– When can they use this practice?

Key Concepts/Goals: Self-Knowledge, Self-Confidence, Practice Using Anchors, Increase Awareness
Format: Audio
Prerequisite: None

This guided visualization practice helps students picture a peaceful, quiet and safe place that they can access anytime they need. Exploring it with all their senses, students will come away with a vivid picture of their quiet place.

H: Find a time to practice going to your own peaceful or quiet place.

Key Concepts/Goals: Self-Knowledge, Increase Awareness
Format: Video
Prerequisite: Noticing Sound

Children are curious by nature, often exploring things with all of their senses. This video asks students to curiously notice things in the world around them. When they are fully present, they can be mindful and notice the world around them with curiosity and non-judgment. This allows them to gain more information about the world and the environment.

Key Concepts/Goals: Self-Compassion, Practice Using Anchors, Increase Awareness
Format: Audio
Prerequisite: None

This audio practice guides students to imagine a bright, warm light shining onto their bodies, from head to toe. As the light passes over, Miss Shannon asks students to notice how it feels, bringing awareness to the top of the head, the forehead, the back of the neck, the shoulders, and so on. At the end of the practice, she describes different times when students can try this on their own.

Key Concepts/Goals: Self-Knowledge, Self-Compassion, Practice Using Anchors, Increase Awareness, Identify and Name Emotions
Format: Audio
Prerequisite: None

In this first of four heartfulness lessons, Miss Vanessa describes that when we practice heartfulness, our hearts are full of the present. This is a core component of mindfulness and has many facets. For this first video, she introduces self-compassion, which is simply treating yourself the way you would treat a close friend when they’re having a tough time.

She offers two practices in this video to connect to the heart and the chatter of the “critic committee” and the “compassion committee.”

N: Ask students the following questions:

– What was it like to practice self-compassion?
– What does their “critic committee” sound like?
– What did they hear from their “compassion committee” today?

Key Concepts/Goals: Self-Knowledge, Increase Awareness, Recognize Inner Voice
Format: Video
Prerequisite: Curious Noticing

This exercise will quickly stimulate mental chatter in a fun and engaging way and reinforce the concept of noticing thoughts. Whether you’re doing this activity in person or online together, invite any students who might still have their arms out to all drop them at the same time. Students are in competition all day, and we discourage winning and losing in these lessons. Competition does not facilitate the safe and connected space that we encourage for this type of learning to flourish.

N: As Miss Karly does in the video, ask the students why it’s important to notice their mind’s chatter, and whether it’s always true.

Key Concepts/Goals: Brain Science, Self-Knowledge, Increase Awareness
Format: Video
Prerequisite: Brain Science: Part 1, Brain Science: Part 2

The brain can be a fascinating organ for even our youngest learners, and Linda Ryden has written a book that may spark this interest. Rosie’s Brain introduces the parts of the brain that help us manage anger and calm down including the amygdala, hippocampus, and prefrontal cortex. This book gives students a new and powerful understanding of how they can arrive at healthy solutions to conflicts.

Key Concepts/Goals: Brain Science, Self-Knowledge, Increase Awareness, Growth Mindset
Format: Video
Prerequisite: Brain Science: Part 1, Brain Science: Part 2, Growth Mindset

This book, written by Neils Van Hove, teaches students about the different aspects of developing resilience, confidence, a growth mindset and the ability to bring a positive attitude to everyday challenges.

Key Concepts/Goals: Growth Mindset, Self-Confidence, Increase Awareness, Identify and Name Emotions, Develop Accurate Self-Perception
Format: Video
Prerequisite: The Mindset of a Champion, Growth Mindset

Circus Town, by Frank J. Sileo, fosters confidence by discouraging negative self-talk and put-down statements. It also encourages students to be persistent, to ask for help, and to focus on their effort rather than the results. With practice and time, they learn to bounce back from mistakes and mishaps and to feel more confident.

Key Concepts/Goals: Identify and Name Emotions, Develop Accurate Self-Perception, Self-Knowledge, Growth Mindset
Format: Video
Prerequisite: None

Children often need guidance in order to learn to understand and deal with their emotions. Paul Christelis’ book explores anger, jealousy, sadness, and disappointment and suggests different mindfulness practices to help students learn to manage their emotions.

Key Concepts/Goals: Identify and Name Emotions, Develop Accurate Self-Perception, Self-Knowledge, Growth Mindset
Format: Video
Prerequisite: None

Lauren Rubenstein’s book invites students to stop, to take a breath and to ask themselves how they are feeling. They are encouraged to recognize, listen, feel and explore their emotions.

Key Concepts/Goals: Identify and Name Emotions, Develop Accurate Self-Perception, Self-Knowledge, Growth Mindset
Format: Video
Prerequisite: None

Mindful Bea and the Worry Tree, by Gail Silver, teaches children how to use deep-breathing exercises and visualization techniques to calm anxious thoughts.

Key Concepts/Goals: Increase Awareness, Practice Using Anchors, Develop Accurate Self-Perception
Format: Video
Prerequisite: None

To practice mindful looking, students will use their eyes as an anchor to look at one colored circle at a time. For one minute, they will try to focus on the circle without being distracted by anything else they might see or hear. Eyes drift naturally; it’s when they notice that they have drifted and come back to the present moment that they’re really practicing mindfulness.

N: Ask students the following:

– What was it like to stay focused using only their eyes?
– How can mindful looking be a helpful tool for them in school and in other places?

Key Concepts/Goals: Self-Confidence, Increase Awareness, Identify and Name Emotions, Recognize Inner Voice
Format: Video
Prerequisite: Mindful Bea and the Worry Tree

Worry occurs when one’s mind dwells on challenges, concerns, or uncertainty. When we are worried, we are not functioning as our best selves. Being in a constant state of worry can cause increased stress and anxiety. Worry is a naturally occurring feeling, so if we teach young children ways to approach their worries, we can reduce stress and anxiety.

Having a “worry box” to gobble up their worries can be a fun way for students to practice the idea of letting their worries go, even if just for a short while. Sometimes when we write our worries down and get rid of them, they go away. Students can write their worry down or draw a picture of the worry, fold it up and feed it to the worry box. Students could also just whisper their worry to the worry box.

You could make a worry box to have in the classroom, or the students can each make their own to have at home. If using a shared box, be sure to remind students to be careful when adding a worry so that they don’t let anyone else’s worry out. Remember that it is okay if our worries come back, but maybe by writing them down and getting rid of them, we stop worrying about them even briefly.

N: Ask students the following:

– How did they feel after writing down their worry and giving it to the worry box?
– When can they do this in the future?

Key Concepts/Goals: Self-Knowledge, Increase Awareness, Identify and Name Emotions, Develop Accurate Self-Perception
Format: Video
Prerequisite: None

One-word check-ins are an essential part of relational best practices. Sometimes it can be difficult for students to answer the question, “How are you?” for a variety of reasons, including that they might not really know. We offer this opportunity to ease into the routine of checking in by answering in the form of a weather pattern. Start by introducing this concept using the explanation offered in this video. Then, use the “Weather Anchor” visual found in the Centering section for subsequent check-ins throughout this chapter.

Key Concepts/Goals: Self-Confidence, Self-Compassion
Format: Video
Prerequisite: Heartfulness: Part 1

This exercise is just about scribbling! Here are the instructions we give to students:

Put your pencil in the middle of a blank piece of paper or page of the journal, and move it all around your paper without lifting it for the next 30 seconds. One more thing…no peeking! Try either looking away or closing your eyes. Ready, set, go!

Once you’re done, take a close look at your paper and find an image/shape/object…something that comes through in your art. You can stand back from the paper or even rotate it to see all perspectives. When you find that one thing, color it in or mark over it with a darker color — something to make it stand out. You can even give your picture a title.

This is a fun and accessible introductory drawing exercise for reluctant artists. Art enthusiasts also love it. When repeated, most students find something different each time.

Key Concepts/Goals: Self-Confidence, Self-Compassion, Autopilot, Recognize Inner Voice
Format: Video
Prerequisite: Heartfulness: Part 1

All you need is something to write with and something to write on, and we can do this activity together. There is no right or wrong way to draw these lines. The idea is to trust yourself and go with the first thing that comes to you without overthinking. Miss Vanessa will call out some descriptions, and students are instructed to draw a line that represents that word or phrase. For example, a “sunny” line, a “sour” line, a “confused” line.

N: Invite your students to reflect on this activity by asking the following questions:

– How is this mindful?
– Did they hear their committee of critics? What did it say?
– How does this relate to the theme of this chapter?

Key Concepts/Goals: Self-Knowledge, Brain Science, Increase Awareness, Develop Accurate Self-Perception
Format: Video
Prerequisite: None

This lesson is based on Dr. Dan Siegel’s hand model of the brain. Students are invited to make a fist with their thumb tucked into the center and to follow along with Miss Vanessa as she describes each part and its role, how these parts all work together, and what happens when they don’t. By understanding what happens when we “flip our lid,” we can build awareness and the ability to feel it coming, potentially preventing it or shortening its course.

Key Concepts/Goals: Self-Knowledge, Self-Compassion, Brain Science, Growth Mindset, Identify and Name Emotions
Format: Video
Prerequisite: Heartfulness: Part 1, Curious Noticing

Just like the plane that flies itself, we can do things without really thinking about it. Miss Sophie explains how these actions can get hard-wired in our brain with a game we call “Sit Reach Hand Foot.” She first guides students to do those four actions. Then, she switches their meaning. For example, “sit means reach” and “reach means sit.” By bringing more mindful attention to the things we are doing, we can turn off autopilot and regain control.

N: Ask students the following questions:

– What things do they do on autopilot?
– What have they learned to do to regain control?

Key Concepts/Goals: Connect with Self-Knowledge, Growth Mindset, Practice Using Anchors, Recognize Inner Voice, Develop Accurate Self-Perception
Format: Video
Prerequisite: Famous Failures: You’ll Never Believe Who They Are, Heartfulness: Part 1

In this video, students will learn what a mindset is and the difference between fixed and growth mindsets. After taking a quiz to see if they have more of a fixed or growth mindset, they’ll get three tips on how to build more of or maintain their growth mindset:

1. Replace the word “failing” with the word “learning,” as failing is part of the learning process.
2. Continue practicing mindfulness to increase your resilience.
3. Bring awareness to how you speak to yourself, so you can reframe statements to have more room for growth.

Key Concepts/Goals: Connect with Self-Confidence, Practice Using Anchors, Recognize Inner Voice
Format: Video
Prerequisite: None

Miss Karly provides three examples of famous people who were rejected multiple times before ultimately finding success — Michael Jordan, Oprah, and The Wright Brothers. If it weren’t for their perseverance, passion and drive we would not know them in the way we do today.

N: Miss Karly asks students to remember that next time they fail at something, that it is part of the path to success. You can help by reminding students of this message if you notice they’ve failed at something.

GROWTH MINDSET WORKSHEET
In the talk bubbles on this worksheet, ask students to write down an example of a thought they had or something they may have said about themselves that did not sound like a growth mindset and write it down on the left. Then on the right, see if they can shift their language to a more supportive or growth-oriented statement on the right side. We included an example to get them started.

Key Concepts/Goals: Self-Knowledge, Autopilot, Increase Awareness, Develop Accurate Self-Perception
Prerequisite: Introducing the Weather Anchor

We often respond to the question, “How are you?” with an autopilot-type answer. Whether it is because we aren’t really sure how we are, or whether the person really wants to hear, or whether it is safe to share or another reason, an alternative type of response can make it easier to share and interrupt the automatic response cycle. Once you have watched the ‘Introducing the Weather Anchor’ video, use the visual in the ‘Centering’ section as a prompt when asking your students to share how they are with a weather word for their response.

This one-word share can bring your group together in a discreet way while building safe space. Ask students to take a few breaths and find their word – just one word that describes where they are in that given moment. Remind them of three important things:

1. Try not to judge the word that comes up.
2. If they’re really uncomfortable they can pass.
3. It’s ok for two students to have the same word.

Be sure to get a thumbs up or a nod from the group to be sure everyone has a word before starting, otherwise they will be thinking about what they’re going to say rather than listening to the words being said in the circle.

H: Invite students to check in once each day to find their word, even if they don’t share it with anyone. This gives them an opportunity to continue to practice increasing their awareness and to recognize how often the word can change.

Key Concepts/Goals: Self-Knowledge, Autopilot, Practice Using Anchors, Increase Awareness
Prerequisite: None

Moving slowly gives us an opportunity to notice all the complexities of what happens during simple movements, like sitting and standing, which we do multiple times each day.

Ask your students to get up and then sit down quickly. Then, ask them what they noticed. Generally, it will be a limited list of findings. Now, ask them to do the very same exercise very slowly (on your count) seeing if they can move from seated to standing for a full count of 10. Pause, then ask them to reverse it, going from standing to seated, on your count, for the full count of 10. Try it twice, and count out loud for pacing. Be sure students are moving for the full count, as opposed to waiting until the last count to sit down or stand up.

N: Ask students these noticing questions:

– What did they notice?
– Why do they notice more when moving slowly compared to moving quickly?
– Can they think of other times when slowing something down might be helpful?

Key Concepts/Goals: Self-Knowledge, Autopilot, Practice Using Anchors, Increase Awareness
Prerequisite: Sit Reach Hand Foot

This is a great listening game that points out the concept of autopilot. Start by having students follow these simple actions as you call them out: “walk” (walk slowly around the room or back and forth in a short line), “stop” (freeze), “clap” (two claps of the hands), and “jump” (a simple jump straight up in the air). Go through those cues a few times in random order.

Easy, right? Now switch “walk” and “stop”, so “walk” means “stop” and “stop” means “walk.” “Clap” still means “clap” and “jump” still means “jump.” Try a few rounds this way.

Finally, switch “clap” and “jump” so that both pairs are reversed. Keep calling out each word in no particular order and watch the concentration muscle working hard! Watching the “Sit Reach Hand Foot” video first should make this teacher lead version easier for the students to understand.

Please Note:

• Often having you as a visual anchor is helpful, so do the motions as you call them out. The more you play this game, the less you’ll need to do that.
• See if you can add additional pairs, either at your suggestion, or suggested by the students. (i.e. “hop” and “spin” or “skip” and “stretch”, etc.)

N: Ask your students the following questions:

– How that was?
– What happens when they respond to the cues on autopilot?
– What else do they notice that they do on autopilot?

Prerequisite: Majority of the Chapter 2 Material

Once you and your students are ready to move on to Chapter 3, please ask them to click on the link in the dark blue footer of the Student Site. This will take them to a form, where some responses are short-answer and some are checkboxes. The questions on their form are listed here for your reference:

• Have you become more aware of your mental chatter, feelings and/or self-talk?
• Which anchors feel most comfortable for you at this point?
• Which activity or video in this chapter most helped you name and become aware of feelings and emotions?
• What is one thing you have learned about your brain and mindfulness?
• Describe a time during this chapter when you were more aware of your actions, your feelings, your emotions, or your thought patterns