Closure
This section defines the key concepts covered in this chapter. These are the central themes upon which the activities are based.
♦ MAINTAINING A HABIT
Because mindfulness is shown to improve focus, grades and emotional regulation while also decreasing test anxiety and stress, incorporating it into each day can help students maintain the benefits of their year-long mindfulness practice. Without formal class or curriculum, the routine of practicing mindfulness can be forgotten over the summer. Behavior change is difficult, but it is possible when the motivation comes from within. Reminding students why they have practiced and offering opportunities for review and reflection help further develop this internal drive, leaving students empowered with their new skills.
This section offers direction as to where the program is headed in this chapter and some notes about things to look for in your students as you answer the reflection questions at the end of Chapter 5.
♦ SOLIDIFY PRACTICE ROUTINES
In order to maintain the benefits students have gained throughout the year, they will be encouraged to develop practice routines for the summer and beyond.
♦ INTERNALIZE PRACTICE
Making mindfulness stick can be a challenge. Having practiced for the full school year, students know what strategies serve them best in various situations. With this understanding, students will be able to return to these techniques on a regular basis. This comfort with a practice that they have made their own allows for continued success.
The questions on the Teacher Reflection form are listed below so you can keep them in the back of your mind as you progress through the chapter.
1. Are students using these practices?
A. If yes, how have you seen this demonstrated by your students?
B. If no, what was missing or prevented them from doing so?
2. Do students know why they have practiced all year?
A. If yes, how have you seen this demonstrated by your students?
B. If no, what was missing or prevented them from knowing this?
3. Do you think students have developed a strong enough connection to these practices that they will continue to use them?
A. If yes, which categories are they most likely to return to?
– Centering
– Breathing
– Moving
– Practicing
– Reading
– Exploring
– Other
B. If no, what was missing or prevented them from doing this?
4. Please use this space to provide any additional information you would like us to know.
Click here to complete the Chapter 5 Teacher Reflection Questions form.
Centering
These activities are designed to help you and your students can quickly and easily find your center. They can help during transitions between activities, tasks or lessons, and before testing. They can also be used at home with families. Over time, these activities will become comforting and most familiar for students.
Tone Bar
Key Concepts/Goals: Solidify Practice Routines, Internalize Practice
Format: Video
Prerequisite: None
While this is a new tone bar sound for students to listen to, the rest of practice remains the same for familiarity and comfort with this centering activity. Continue using this for transitions, before a test, or when the group just needs a quick reset.
Glitter Jar
Key Concepts/Goals: Solidify Practice Routines, Internalize Practice
Format: Video
Prerequisite: None
This video is similar to the video used in the previous chapters; however, there is one significant change. See if you and your students notice anything different about the glitter jar in this video.
You can also share this link with students so they can have a glitter jar recording over the summer.
Weather Anchor
Key Concepts/Goals: Maintaining a Habit, Internalize Practice
Format: Image
Prerequisite: Introducing the Weather Anchor
This new check-in visual can help students answer the, “How are you?” question using weather. For example, if students are feeling happy, they might respond with “sunny,” or if they are upset, they might respond with “thunder and lighting” or “tornado.” Remind students that there is no right or wrong answer and that their answer/weather might change throughout the day.
word anchor
Key Concepts/Goals: Maintaining a Habit, Internalize Practice
Format: Image
Prerequisite: Introducing the Word Anchor
This final check-in visual can help students answer the, “How are you?” question using feeling words. Preschool and kindergarten students may need help reading the words. You can also use this anchor as a conversation starter and have the students come up with their own words. Remind students that there is no right or wrong answer and that their answer might change throughout the day.
Breathing
Breath work is a critical component in regulating the nervous system and is always available to us when needed. There are many ways to incorporate breathing when teaching social and emotional skills that, according to CASEL: help us understand and manage our emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.
BREATH PRACTICE REVIEW
Key Concepts/Goals: Maintaining a Habit, Solidify Practice Routines, Internalize Practice
Format: Video
Prerequisite: All Previous Breathing Practices
Reviewing the activities in the Breathing sections in Chapters 1-4 will remind students of all the ways they can use their breath as a strategy for reducing stress, managing emotions, taking a pause, calming down and regulating their nervous system. In the Enriching section, you will find the “List of Breath Practices Visual” that supports this review. If possible, we encourage you to print this page so your students can use it in the future as a visual reminder to continue practicing this summer while they complete their “Summer Mindfulness Challenge.”
Moving
Dedicated opportunities to move the body can provide a brain break as well as a felt sense of increasing or decreasing energy. Plus, sometimes it just feels good to stretch!
MINDFUL WALKING: PART 5
Key Concepts/Goals: Maintaining a Habit, Solidify Practice Routines, Internalize Practice
Format: Video
Prerequisite: None
In this final variation of mindful walking, students will practice slowing down while they walk in order to be more observant. With each step that they take, they will be asked to use all of their senses to help them notice while they walk from one place to another.
N: Ask students these noticing questions:
– How did it feel for them to notice and observe while walking?
– When could they do this in the future, and how could it be helpful?
QUICK STRETCH #4
Key Concepts/Goals: Maintaining a Habit, Solidify Practice Routines, Internalize Practice
Format: Video
Prerequisite: None
Taking a short brain break to move the body can decrease stress and increase productivity and brain function. Students are invited to join Miss Anne as she takes them through a series of simple movements. This video includes a combination of stretches and movements that the students have already experienced, put together into a new sequence.
Practicing
HEARTFULNESS: PART 4
Key Concepts/Goals: Internalize Practice
Format: Audio
Prerequisite: None
In this final heartfulness practice, Miss Shannon invites students to journey into their own hearts by imagining a glowing light inside of them. They will visual this soft glowing light as it changes colors while they identify how they are feeling in their hearts.
A TRIP IN A SAILBOAT
Key Concepts/Goals: Internalize Practice
Format: Audio
Prerequisite: None
In this guided visualization, Miss Shannon takes the students on an imaginary trip in a sailboat. She asks students to use all of their senses as they imagine they are in the middle of the ocean in their own little sailboat.
5-MINUTE AWARENESS PRACTICE
Key Concepts/Goals: Internalize Practice
Format: Audio
Prerequisite: None
This audio practice builds on the awareness practices from previous chapters. Having worked up to five minutes, this activity invites students to be fully present and fully aware.
REST AND RELAX
Key Concepts/Goals: Internalize Practice
Format: Audio
Prerequisite: None
This short guided practice is a fun way for your students to take a little rest in the middle of their busy day. Students will be asked to pay attention to different parts of their bodies, as they let each one “rest and relax.”
Reading
"THE LISTENING WALK"
Key Concepts/Goals: Solidify Practice Routines, Internalize Practice
Format: Video
Prerequisite: None
Shhhh… we’re going on a listening walk. Are you ready to listen to all of the wonderful and surprising sounds? While a little girl and her father take a walk, they identify all of the sounds around them. Paul Showers’ book is a beautiful way to introduce mindful walking to young children.
"WHAT DOES IT MEAN TO PRESENT?"
Key Concepts/Goals: Solidify Practice Routines, Internalize Practice
Format: Video
Prerequisite: None
Rana DiOrio’s book explains that there are different meanings to the word “present”. It explains that being present can mean listening, noticing, focusing, appreciating, or waiting. When one is fully present, they are able to enjoy each moment of their day.
"REST & RELAX" (P-K)
Key Concepts/Goals: Solidify Practice Routines, Internalize Practice
Format: Video
Prerequisite: None
This book is one of four in a series by Whitney Stewart that teaches young children how to manage the ups and downs of everyday emotions. Rest & Relax teaches students a simple body scan exercise that they can do to relax or to help them fall asleep.
“I BELIEVE IN MYSELF"
Key Concepts/Goals: Solidify Practice Routines, Internalize Practice
Format: Video
Prerequisite: None
We all experience moments of self-doubt, especially when wondering how to handle life’s challenges. This book, by Laurie N. Wright, teaches young students ways to boost their self-confidence. The main character learns how to believe in herself when she is feeling nervous, anxious, scared or worried.
“THANK YOU BODY, THANK YOU HEART”
Key Concepts/Goals: Solidify Practice Routines, Internalize Practice
Format: Video
Prerequisite: None
This beautiful book, by Jennifer Cohen Harper, helps students establish greater self-awareness and self-compassion while learning to be grateful for all the things their bodies can do. Thank You Body, Thank You Heart is also a good way to introduce body scans to young children.
“ONE”
Key Concepts/Goals: Solidify Practice Routines, Internalize Practice
Format: Video
Prerequisite: None
Kathryn Otoshi’s book may seem simple at first glance, but this book illustrates the importance of standing up for others and speaking your mind. Readers will learn about accepting differences and that sometimes all it takes one person to stand up and others will follow.
“SILENCE”
Key Concepts/Goals: Solidify Practice Routines, Internalize Practice
Format: Video
Prerequisite: None
This book asks students to stop, to listen and to reflect on the world around them. By centering in the present and listening to sounds, students can learn to be more self-aware and comfortable with their own thoughts and feelings. Lemniscates’s book is a fun way to learn about the beauty of silence.
“TAKE THE TIME”
Key Concepts/Goals: Solidify Practice Routines, Internalize Practice
Format: Video
Prerequisite: None
This beautiful and simple book, by Maud Roegiers, is a fun way for students to review and discuss mindfulness, while also learning to stop and think about specific moments in their day.
“FIND YOUR CALM”
Key Concepts/Goals: Solidify Practice Routines, Internalize Practice
Format: Video
Prerequisite: None
For many students, daily life can be overwhelming, challenging and stressful. When they feel anxious, their bodies respond physically; and they need to feel safe before they can figure out what to do next. Gabi Garcia’s book teaches students about how their bodies send them signals when they are stressed or scared. Once they learn to recognize these signals, they can learn how to find their calm.
“JUST BREATHE”
Key Concepts/Goals: Solidify Practice Routines, Internalize Practice
Format: Video
Prerequisite: None
This book, by Annette Rivlin-Gutman, teaches students to breathe deeply during challenging moments. When they know how to find their inner calm, they are better able to thrive through different experiences, such as taking a test, moving to a new house, fighting with a friend or trying out for a team.
Exploring
INTRODUCING THE WEATHER ANCHOR
Key Concepts/Goals: Maintaining a Habit, Solidify Practice Routines, Internalize Practice
Format: Video
Prerequisite: None
How we are in any given moment can change, and sometimes we need an anchor to steady the storm. This video introduces an anchor with different types of weather that students can use to begin to identify their emotions. The visual is located in the Centering section and can be used during morning meetings or when students are unable to identify their emotions with words.
INTRODUCING THE WORD ANCHOR
Key Concepts/Goals: Maintaining a Habit, Solidify Practice Routines, Internalize Practice
Format: Video
Prerequisite: None
How we are in any given moment can change, and sometimes we need an anchor to steady the storm. This video introduces an anchor with different feeling words that students can use to begin to identify their emotions. The visual is located in the Centering section and can be used during morning meetings or whenever a student needs help naming their emotions.
LISTENING WALK
Key Concepts/Goals: Maintaining a Habit, Solidify Practice Routines, Internalize Practice
Format: Video
Prerequisite: None
Miss Anne invites students to come along on a “listening walk.” They can take a listening walk at home, at school, in the woods, at the beach…anywhere! This video challenges students to listen to the natural sounds around them. After, students are invited to draw a sound map that represents all of the sounds they heard while on their “listening walk.”
HOW WILL YOU KEEP PRACTICING?
Key Concepts/Goals: Maintaining a Habit, Solidify Practice Routines, Internalize Practice
Format: Video
Prerequisite: None
This video introduces students to several ways they can continue to practice mindfulness. It also references the “Ways I Can Practice Mindfulness Visual” that can be found in the Enriching section.
STOP AND NOTICE
Key Concepts/Goals: Solidify Practice Routines, Internalize Practice
Format: Video
Prerequisite: None
Sometimes when our feelings take over, we are unable to be our best selves or make wise decisions. Using our S.T.O.P. acronym, students will first STOP and identify what is happening. Then, they will TAKE A BREATH. Next, they will OPEN THEMSELVES TO NEW IDEAS, in order to change what is happening or move on. Finally, they will PUSH ON WITH THEIR DAY. This process helps students with awareness and decision-making and allows them to persevere and increase their resilience.
STUDENT SURVEY (K-2)
Key Concepts/Goals: Internalize Practice
Format: Form
Prerequisite: None
This survey is the same cups survey that students took during Chapter 1. Responses are used to compare the pre- and post-ResilientKidsTM intervention statistics. No student-specific information is stored, recorded or shared. Any data that is collected is confidentially shared in aggregate with schools.
Enriching
Sometimes we offer videos outside our curriculum lessons, or images or coloring pages that help illustrate a concept. The videos are all linked from this section. Images or coloring pages can be easily downloaded for saving and/or printing.
In Chapter 1, we have included three videos and three images that reinforce/support the curriculum content.
Videos
“Sesame Street: How to Self Hug with Abby Cadabby”
In this Sesame Street video, students will learn how to self hug.
Flow: “Weather the Storm”
This video comes from GoNoodle’s Flow channel. Students will learn how they can remain strong, bend, adjust, and hang on, just like a tree. They can learn how to “weather the storm.”
Flow: “Chin Up”
This video comes from GoNoodle’s Flow channel. Students will explore raising and lowering their chin as they breathe in and out.
Worksheets
MORE MAZES AND DOT-TO-DOTS
This file contains some new mazes and dot-to-dot pages. This mindful practice was first introduced in Chapter 4.
LIST OF BREATH PRACTICES VISUAL
This visual is referenced in the “Breath Practice Review” video and will support the children with their “Summer Mindfulness Challenge.” Having a visual to take home will help the children continue to practice and use their breathing strategies this summer and beyond.
SUMMER MINDFULNESS CHALLENGE WORKSHEET
As a way to encourage students to continue using their mindfulness skills and strategies this summer, we have created this “Summer Mindfulness Challenge Worksheet.” Using the “List of Breath Practices Visual” and “Ways I Can Practice Mindfulness Visual,” both found in the Enriching section, students will have a reminder of what activities they can do. Each time they do something from one of the sheets, they can color in an anchor, with the goal being to color as many anchors as they can by the end of the summer.
MORE MINDFUL COLORING
Coloring has been shown to increase focus and reduce stress. We offer this coloring page as an opportunity for your students to continue to experiment with mindful coloring. The end of the school year can be stressful for many students, so providing some calm and familiar practices can be extremely beneficial.
STOP SIGN VISUAL
This visual reinforces the information that Miss Anne shares in the “Stop and Notice” video found in the Exploring section of this chapter. You can print this out and hang it in the classroom and/or send it home with students as a visual reminder to S.T.O.P.
WAYS I CAN PRACTICE MINDFULNESS VISUAL
This visual is intended to remind students of the different ways they can practice mindfulness. It can be included with the “Summer Mindfulness Challenge” to support the students’ continued skill development.
Enriching
These activities are best done in person. We describe them for you to lead with your students if and when you are all together during the upcoming school year.
PROGRAM OVERVIEW
We invite you to take this opportunity to remind students of all the activities they have practiced throughout the year. Engage your students in a conversation about what they have learned in this class and what tools and/or strategies they will carry with them into the summer and beyond. This will help further support continued practice.
MAKE YOUR OWN GLITTER JAR
Having students make their own glitter jars to take home will give them a tangible tool to continue their practice over the summer. The directions can be found in Chapter 1 Enriching section.
STUDENT SURVEY (K-2)
Key Concepts/Goals: Internalize Practice
Format: Form
Prerequisite: None
This survey, which is located in the Exploring section on the Student Site, is the same cups survey that students took during Chapter 1. Please have students complete this survey before the end of the school year.
PROGRAM EVALUATION
Once you have completed this chapter’s activities, please complete the Chapter 5 Reflection Questions as you have for the previous four chapters. In addition, please complete the Program Evaluation as well.