Ep 24: Mindfulness in Math Class

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You could have the most perfect lesson plan, the most engaging activity, the

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perfect math centers for your students to do, but if they are not available for

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learning, it doesn't matter. They're not going to be able to. What we can do

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is create an environment that feels safe and welcoming so that our students can

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become available for learning and it is no easy task. But today I'm hopefully

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going to give you a quick win and an overview of things to keep in mind when

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you're setting up your classroom, especially coming off of a holiday

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season. It's a great time to revisit some norms and create a new environment in

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the classroom, especially if the one you currently have is not what you would

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like it to be.

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Hello and welcome to Making Number Sense Make Sense, a podcast for elementary

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teachers, specifically early elementary teachers, looking to really make an

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impact in the number sense of their students. I feel like we have all been

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there. We're seeing more extreme behaviors in the classroom and it

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sometimes feels kind of hopeless. It sometimes feels like whatever you do,

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it's not going to be enough to be able to have the math class or just class in

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general that you want. So what I'd like to share with you today is something a

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little bit different but something that I have personally spent a lot of time

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looking into and I'm gonna give you a little background of why and that is

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trauma-informed practice. I had been teaching for a few years and I had a

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class that was really rough. I had at least three or four students who would

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have meltdowns every day and I didn't really know what would set them off. I

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didn't know what to do about it and of course it was impacting them. It was

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impacting the classroom and it was impacting me, my own mental health. I was

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like I don't know if I'll be able to keep doing this. So I had thought about

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what I personally could control and I was like well I can try to control my

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responses. I can try to figure out what might be able to help them or just help

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myself in the sense that if something's going on I need to be able to remain

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calm and supportive and make sure that everybody including myself, so students

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this so all students and myself, we're safe in our environment. What I started

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doing is I started going to the gym weightlifting which is something I never

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thought I'd be into but you know almost eight years later I still love it. I also

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started my own mindfulness practice. I had done a lot of research about it, read

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into it and I started my own mindfulness practice and I was thinking it's not a

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bad idea for our students to be doing the same thing but I didn't really have

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that much to go on or any idea how to start that. So a co-worker showed me a

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video and I will definitely link it for you so that you can watch it from

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Edutopia called Fall Hamilton Elementary transitioning to trauma-informed

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practices to support learning and this school had set up an environment that

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was responsive to student trauma in a way that would support them and being

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able to work with it, overcome it and then become available for learning and

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it just blew my mind. You know myself and my co-workers started a deep dive into

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trauma-informed practice. We did a lot of the research, we were trying to figure

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out what to do which ended up culminating in a two-year long professional

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development that we were giving to school staff about trauma-informed

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practice and creating a trauma-informed classroom. Something else I will link

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below for you is just a quick infographic with like what are you

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supposed to do about trauma. The steps I would say and this is not a be-all end

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all but these are just things that they suggest keeping in mind and that's

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create safety, regulate the nervous system, build a connected relationship,

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support development of a coherent narrative, practice power with strategies,

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build social, emotional and resiliency skills and foster post-traumatic growth.

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Now if you're hearing that some of them sound a little bit vague and really big

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and as with anything I don't I wouldn't suggest trying to do all of these things

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at once. I find that it's easier to implement one or two things before

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moving to a bunch of things. In general in our classroom when they talk about

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creating safety and a coherent narrative it just means a schedule, having a

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routine that students know this is our routine, this is what's gonna happen and

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then students just move more easily throughout the day if they know what's

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going to happen and giving them a heads up if there is a change like a fire

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drill, if it's a planned fire drill, things of that nature. So big picture just

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creating a routine which is something I'm sure that most of you are doing

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anyway but just being really thoughtful about the way that you go about routine

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and the way that you talk about changes in the routine with your students. And of

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the rest of those things the thing I want to talk to you today and the thing

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that I think is the easiest to implement and has a lot of impact is those social

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emotional resiliency skills or kind of mindfulness skills. A lot of times when

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you have trauma your brain is in a fight-flight-freeze-fawn type of

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environment always. You're always a little bit stressed or a lot stressed

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depending on what's going on and that can really affect everything that you're

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doing. So the best time to support a child in learning to self-regulate is

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when they are not in that state which can be difficult but again going back to

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the routine if you build it into the routine your students will have a lot of

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exposure to that kind of skill with the hope that when they do start to realize

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that they're having these feelings that they might be starting to go into a

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crisis they have strategies to pull from to hopefully help them regulate and help

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them calm down. The social emotional I guess curriculum that I used was the

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Zones of Regulation. I'm gonna give you a quick overview of what that is if you're

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not sure. I didn't come up with it that's just something that was a common language

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that they used at my school and it was helpful for everybody to be using the

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same language you know in our classroom and specials so that the so the kids

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could develop a common vocabulary understanding around social emotional

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development. In the Zones of Regulation they had the red zone, the yellow zone, the

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green zone, and the blue zone and the green zone was our like ready for learning

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zone like we're calm our needs are met and we are available for learning. The

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blue zone is when you might be feeling sad you might be feeling disappointed

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you might be feeling tired. The yellow zone could be you're starting to get

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like a little bit antsy you're starting to get frustrated or on the flip side it

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could be a good thing it could be you're excited you're a bit too excited you're

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a bit too hype which we want we want kids to be excited but if it's too much

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then we're still not available for learning and the red zone is like you're

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angry you're really frustrated you know red zone emotions I can as you can

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imagine. We use those colors to refer to so that students could say like oh I'm

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in the red zone I'm in the green zone I'm in the yellow zone and just giving

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kids the vocabulary to express themselves and express their emotions is

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really helpful and so if we are not in the green zone which is any of the other

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zones the red zone might be more of a crisis situation blue zone could also be

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two so those would not necessarily be what I'm talking about I'm talking about

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more if we are in the yellow or starting to get into the blue what can we do at

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that point to intervene early and that's where mindfulness comes in

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mindfulness in the classroom mindfulness and math mindfulness just you know being

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thoughtful this is where that would come in so the most concrete example I could

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give you is that in between transitions so I'm not meaning from like one center

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to the next center but bigger transitions like transitioning between

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subjects transitioning between you know lunch and recess or from recess coming

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back inside a lot of times kids can be a little bit hype or that can be a

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challenging time so including mindfulness at that time is something

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that can be really helpful and really powerful but the time I would say that I

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used it most consistently was transitions between big subjects so

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we're in a big chunk of learning time and especially when you're working with

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younger kids huge chunks of learning time can be difficult it can be

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difficult for a lot of reasons so at that point we have a little brain break

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a little energizer so we might put a song on Cuckoo kangaroo was our favorite

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so whenever it was a Cuckoo kangaroo they were excited about it so they were a

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favorite sometimes they put on Jack Hartman but I didn't use him that much

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they also liked Danny Goh and DJ Rafi DJ Rafi was also a fun one so if you're

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looking for some brain break dancy type things to include into your days those

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would be ones I would recommend after that you know they just got you know

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they got their wiggles out but a lot of times it could be really hype about it

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and a lot of times teachers don't use them because they're like now they're

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too excited and we're having trouble coming down so what I would do is I would

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have that brain break energizer let us move a little get our wiggles out and

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then right after do a mindfulness activity so it could be as simple as

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taking a few breaths in and out there's also a lot of great really short

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mindfulness videos that I'll link down below that you can include in and what I

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would usually do is I'd have the same brain break and the same mindfulness

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activity for the entire week so they really got to know it and then eventually

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we started I started to let them choose which one they wanted to listen to

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because they're like oh this is the one that I really enjoy and this is the or

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that's the one that resonated with them that they that was their go-to

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especially if you're just starting out you're not really comfortable leaving

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your own mindfulness time or your own meditation time and when I say that I

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don't mean it in any religious kind of sense it's really just trying to breathe

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deeply focus your mind back in with yourself to see how you're feeling so

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that we can move forward throughout the day but if you feel like you're ready

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something else that my students would really enjoy were different breathing

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techniques and I'm gonna share four of them with you that were very popular

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with my kids the first one is called the cool breath and the reason it was called

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the cool breath is because not not like we're cool like we have sunglasses on

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but because it felt cool so for the cool breath you would have your students

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breathe in like they were breathing into a straw and then breathe out through a

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straw and when they did that it felt cool where where the breath was coming

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in and out and that's why it was called the cool breath they would take a deep

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breath in like they're breathing in through a straw and breathe out the same

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way I said their lips felt cool the cool breath and so usually we try to do that

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a few times usually around five times and really prompt them to hold their

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breath for two to five seconds depending on how they're doing before breathing it

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out now a lot of times when you're doing this kind of mindfulness kids will kind

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of lift their shoulders or really kind of breathe in through their chest to try

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and hold their breath and that can be over exaggerated what you want to prompt

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them to do is more try and breathe through like their belly their diaphragm

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that's for all of the breathing techniques but cool breath the next one

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that they liked was the up up and away breath so for that one when they have

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two up up so they breathe up they breathe up again hold it for two to three

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seconds and then breathe out for two to five seconds so it would sound like so

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up up and then away is like a slow down so you had you could picture it as going

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like like maybe a hot air balloon going up up and then it starts to glide away

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so that's the visual I would prompt them with I would sometimes you know put an

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image of an air balloon on in my daily slides and put like 30 seconds of a you

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know a sound bath or meditation music things like that that's really really

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short so then they would just continue that breath for that 30 seconds and then

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we would move into whatever our lesson was another thing that my students

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really liked was feather breathing so for that one what I would do is I got a

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bag full of craft feathers you know for Michaels and I would give each student

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a feather and then for that 30 seconds that minute or whatever we would have

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our you know chill music playing they were just breathing in and out normally

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but what they were doing is it was kind of like a sensory way to create

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mindfulness so they would each get a feather and they would just rub the

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feather maybe on their hand maybe on their arm a lot of times they would try

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to put it in between their fingers and what I found that that did was because

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they could feel it and I never met a student well that's just I mean not

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everybody wouldn't like that but I'd never met a student who didn't like the

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feather breath and I've had a lot of students over the years so that was

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always a really popular one they liked the feeling of it and it was just kind

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of a soothing time for us and then everybody just kind of chilled out and

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then we were ready to move on with our day and like I mentioned before there

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are some especially in 2020 there was just a huge host of you know kids type

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videos like that that were really short it wouldn't crazily impact your day it

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wasn't like you're spending 20 minutes watching a meditation video nothing like

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that that they're just a way for your kids to get themselves moving refocus

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and then they're more ready to move on to whatever lesson you're doing but if

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you're starting to do you know your math sensors your math stations problem

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solving any of that you know you got your wiggles out you had your chance to

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relax and now they're more available for learning more in the green zone which is

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ultimately what we want bringing it back to the trauma-informed practice we would

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do that every week we have a new one and things like the feather or the little

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images of you know a hot air balloon or the feather or an image of like a string

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with a straw I would put in my calm down corner peace corner they're called a lot

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of things so if a student felt that they were you know starting to get into a zone

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that was not the best for learning they could go into the peace corner or the

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calm down corner and those kind of visuals were there for them so they

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could choose the one that they wanted and then try to regulate themselves that

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way now about the peace corner or calm down corner that definitely requires you

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know some some teaching just like anything else I wouldn't just put all of

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the things in the peace corner and say go for it because then it becomes a

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place to play instead of a place to regulate so that would definitely include

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some pre-teaching explaining explicitly how it's able to be used and give every

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student even if they don't need to come down the opportunity to go in there so

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see what kind of things you have in the peace corner or calm down corner I've

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also heard of it called a relaxation station it can be anything like that but

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it's just a space in the classroom that's away from the other kids if they

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feel like they need that time if you're looking to start your own calm down

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corner relaxation station I can definitely do an episode about that but

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what I had in there was some squishy mats to sit on I had a pillow that was

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really soft I had the feathers in the cars and I might have like little

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fidgets or things like that in there but like I said I wouldn't put them all in at

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one time and we definitely had to talk about the correct way to use that area

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so that it didn't become a distraction it was just more a tool if students felt

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like they needed it to regulate the last thing my students really really loved

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was the Snoop Dogg affirmations they wanted to listen to them all the time

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eventually I just put it in our morning meeting and we would just listen to them

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every day and they really enjoyed the music of it that class like to dance but

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they also were developing you know positive self-talk and I could hear them

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reflecting that language to each other or I could prompt the students with some

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of those affirmations to really kind of refocus on positive not disregarding

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their feelings but just kind of offering a different perspective in familiar

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language and that would often help them make a connection and get them out of a

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maybe like a blue zone type of situation and it's not like you're going to include

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mindfulness and then you're never gonna have any behavior problems or no you're

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never gonna have bad days like that's unrealistic but this can just overall

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help the culture of your classroom and just let kids know that it's okay not

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every day is gonna be amazing that their feelings are valid it's okay to have a

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bad day it's okay to have a great day and just normalize talking about

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feelings and emotions positive or negative just being like there are

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things that everybody experience and what can we do to help you enjoy this

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positive experience or help you move past this negative experience so not

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strictly math related episode but an overall something to consider something

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to try out if your students are having a hard time making transitions or really

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being able to focus those are things that you might be able to try and do and

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like I said mindfulness I thought it would be something that was you know

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gonna be really challenging to integrate or find time to do because we always it

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always feels like we don't have the time but I promise you that that is worthy

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the time investment so it could be a you know energizer which is two to three

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minutes a mindfulness which can be 30 seconds you know up to a minute that's

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five minutes of your day max but it had such a huge impact on the way that the

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rest of the day when because they had the chance to you know relax a little

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bit because if you think about it seven and a half hours is a long time to be

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like focused and to be on everybody needs breaks ourselves included so I

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would encourage you to look into it if you have any questions about that feel

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free to send me a message on Instagram that's always linked if you have any

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requests I would be happy to take them filling out the Google form and I do

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want to mention that this is going to be my last episode of 2023 I'm gonna have

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take December off technically off from recording but I will be brainstorming

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content which is why I would love for you to fill out the Google form so that

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I can put in episodes that you guys want to hear about but also in my current

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position you guys know this is more of a little personal update but you guys know

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the early elementary is my jam I say it in every single introduction that's

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what we're about here however in my current position I've been moved into

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working with third and fourth grade specifically now on multiplication which

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is definitely out of my area of expertise however it is connected so if

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you are a third or fourth grade teacher focusing on multiplication or anything

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along those lines and you'd like to hear more about that and what I'm kind of

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focusing on the things that I'm trying to implement I would be happy to share

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about that too I hope that you have an amazing holiday season for the end of

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2023 and I will catch you in 2024