Module 2: Teaching Skills and Managing the

Classroom Part 2
Contents
Module 2: Teaching Skills and Managing the Classroom Part 2 ....................................................................................... 1
Affective Skills ............................................................................................................................................................. 2
Introduction ................................................................................................................................................................. 2
What is Mindfulness? ................................................................................................................................................. 5
What is Mindfulness for Children? ........................................................................................................................... 9
What does it do? ........................................................................................................................................................ 12
Why take this Course?.............................................................................................................................................. 13
Benefits of Mindfulness for Children ...................................................................................................................... 14
The Science ................................................................................................................................................................ 14
Types of Learner ....................................................................................................................................................... 15
How do you do the Course? ..................................................................................................................................... 15
Pre-Course Week ...................................................................................................................................................... 17
TAKE 2 ...................................................................................................................................................................... 17
Suggested Reading .................................................................................................................................................... 18
Lesson Plan ................................................................................................................................................................ 18
Introduction ............................................................................................................................................................... 22
TAKE 2 / Engage ...................................................................................................................................................... 23
Objectives................................................................................................................................................................... 24
Present the Science .................................................................................................................................................... 25
Practice....................................................................................................................................................................... 30
Reflection ................................................................................................................................................................... 32
Benefits ....................................................................................................................................................................... 32
Extension / Homework.............................................................................................................................................. 32
ESL Opportunity ...................................................................................................................................................... 33
Resources ................................................................................................................................................................... 34
Top Tips ..................................................................................................................................................................... 34
Cognitive Skills .......................................................................................................................................................... 34
Metacognitive Skills .................................................................................................................................................. 35
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 Using Technology in the Classroom ........................................................................................................................ 36

Affective Skills
The science tells us that students will learn more if they are engaged in fun activities or group work, which
will release dopamine and also maximise the efficiency of the Prefrontal Cortex (PFC) or higher levels of
the brain.

This can be achieved through Mindfulness. Stress and anxiety about life will also be reduced through
Mindfulness and a student will learn more.

In order to create the best possible learning environment, the latest research suggests using affective skills in
the classroom, particularly Mindfulness.

It's a wise idea to start the Mindfulness Course at this point of the course.

Learning an affective skill helps a learner control mood, improve focus, make better decisions and learn
more. Affective skills include Mindfulness. Teaching affective skills will encourage your students to relax
and control their mood, which will improve their learning.

The science tells us that if a learner is acting mindfully, they will be able to access the learning parts of the
brain more efficiently and remember more.

Mindfulness can be applied to all ages and adult learners.

Please go ahead and log in to the Mindfulness Courses.

Introduction
Congratulations and Welcome:

Welcome to the Mindfulness Course for Children and thank you for choosing us. We believe that by the
end of the course, your students will be able to experience the positive benefits of practising Mindfulness at
school on a daily basis.

Whether you are introducing the course as an individual teacher, or across the whole school, you will find
that your students will quickly start to feel more relaxed and contented. When a student feels relaxed, he will
learn more and improve his memory capacity.

You will also find improved success as a teacher because you will feel calmer and deal with the daily ups
and downs in a responsive manner rather than in a reactive way.

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This course will allow your students to improve their social and emotional skills, academic performance and
focus as they learn how to control their mood and behaviour using affective skills.

How it works

The Mindfulness for Children Online Course introduces Mindfulness by using mindful activities, and
by looking at the current research on Neuroscience. We feel positive that looking at the brain science
behind Mindfulness will help to engage students. Students have a natural curiosity when it comes to
learning about the brain.

There are some fantastic video animations which can be shown in the lessons to explain about the science,
as well as some excellent activities to engage students and allow them to practise Mindfulness inside and
outside of school.

CASEL:

Mindfulness for Children helps teach Social and Emotional Learning (SEL) skills to students. The course
aims to follow the 5 core competencies recommended by CASEL:

 Self-Awareness

 Self-Management

 Social Awareness

 Relationship Skills

 Responsible Decision Making

Each Module contains these core competencies as objectives.

Why introduce Mindfulness at School?

Many students have ups and downs in their day-to-day lives, as all adults do, and they often feel overloaded
and overwhelmed at certain times of the day.

Mindfulness for Children will reduce these ups and downs by teaching your students to become more
responsive to their thoughts and feelings. Once they become more aware of their thoughts and feelings, they
can learn to respond to them in mindful ways, using some of techniques they have learnt during the course.

How can you introduce Mindfulness in a fun way?

The course will introduce your students to the practice of Mindfulness by looking at how the brain
and body works, as well as using fun video animations and activities.

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Scientific research supports the brain science and all activities are extremely interactive, which will allow
your students to get involved throughout the course. Group work and pair work is encouraged throughout
the course.

The 9-Module course will help you introduce and experience some of the huge benefits which Mindfulness
for Children offers. Your students will find themselves having more positive interactions with the world, and
they will start to enjoy more wonderful little moments, which they sometimes miss.

9 Modules:

The Mindfulness for Children Course contains 9 Modules. All the Modules follow the same structure and
have been designed to be taught as one 90-minute lesson or two 45-minute lessons. Alternatively, a teacher
can take parts of the lesson and adapt the material.

For TEFL teachers, there is a section called ESL Opportunities. This will allow TEFL teachers to introduce
Mindfulness and the core activities to ESL learners.

Each Module contains the following structure:

 Introduction

 Lesson Plan

 TAKE 2 / Engage

 Objectives

 Present the Science

 Practice

 Reflection

 Benefits

 Extension / Homework

 ESL Opportunity

 Top Tips

What is Social and Emotional Learning?

Mindfulness Skills are an important part of Social and Emotional Learning (SEL) , as it teaches Affective Skills,
and ultimately creates a happier and calmer student, who is able to make better decisions and consider other
people's feelings.

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CASEL is and organisation that promotes SEL in schools and the Mindfulness Course for Children is based on
achieving CASEL's suggested core competencies, so that a student can improve their emotional and social
skills. It's important that a child develops Emotional Intelligence (EQ) as much as IQ during their time at school.

CASEL, which stands for Collaborative for Academic, Social, Emotional and Learning, is an organisation that
promotes SEL (Social and Emotional Learning) for all students, at all levels, in school based education systems.

Social and emotional learning (SEL) is the process through which children and adults acquire and effectively
apply the knowledge, attitudes and skills necessary to understand and manage emotions, set and achieve
positive goals, feel and show empathy for others, establish and maintain positive relationships, and make
responsible decisions.

SEL programming is based on the understanding that the best learning emerges in the context of supportive
relationships, that make learning challenging, engaging and meaningful.

Social and emotional skills are critical to being a good student, citizen and worker, and many risky behaviours
(e.g. drug use, violence, bullying and dropping out) can be prevented or reduced when a multiyear, integrated
efforts are used to develop students' social and emotional skills. This is best done through effective classroom
instruction; student engagement in positive activities in and out of the classroom; and broad parent and
community involvement in program planning, implementation and evaluation. (1)

CASEL suggests 5 core competencies for students to achieve:

 Self-Awareness: The ability to accurately recognise one's emotions and thoughts and their influence on
behaviour. This includes accurately assessing one's strengths and limitations and possessing a well
grounded sense of confidence and optimism.

 Self-Mangement: The ability to regulate one's emotions, thoughts, and behaviours effectively in different
situations. This includes managing stress, controlling impulses, motivation oneself, and setting and
working toward achieving personal and academic goals.

 Social Awareness: The ability to take the perspective of and empathise with others from diverse
backgrounds and cultures, to understand social and ethical norms for behaviour, and to recognise family,
school and community resources and supports.

 Relationships Skills: The ability to establish and maintain healthy and rewarding relationships with
diverse individuals and groups. This includes communicating clearly, listening actively, cooperating,
resisting inappropriate social pressure, negotiating conflict constructively and seeking and offering help
when needed.

 Responsible Decision Making: The ability to make constructive and respectful choices about personal
behaviour and social interactions based on consideration of ethical standards, safety concerns, social
norms, the realistic evaluation of consequences of various actions, and the well being of self and
others.(2)

What is Mindfulness?
Practice, Practice

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Mindfulness can be best understood by looking at the mechanisms of the brain and by doing a regular
Mindfulness exercise. Mindfulness practice needs to be experienced, in the same way as learning to surf or
playing a sport.

It's difficult to learn how to do it from a book and the more Mindfulness practice you do, the more mindful
and aware you will become.

7 Billion People, 7 Billion Minds

There are 7 billion people on the planet and 7 billion minds, so Mindfulness is very much an individual
process and the motivation for starting, and the experiences that you bring, are unique to each person.

Each individual will develop and see benefits at different time intervals. Some will see changes quickly and
others might take longer. It's critical that you see the process as gradual and observe incremental benefits.

The Mindfulness journey is yours; it's the most personalised tool for helping you understand yourself.

Let's focus on some keywords before we look at a definition and discuss Mindfulness further.

Keywords:

 Open-Minded: This is a willingness to consider new ideas in an unprejudiced way.

 Non-Judgemental: This is where a person tries to avoid judgement based on their personal standards.

 Mindful: A calm, responsive and open-minded way.

 Mindless: A distractive, conditioned and reactive way.

 Feeling: An emotional state, like happy or sad.

 Thought: An idea or opinion produced by thinking.

 Rumination: Thoughts stuck on repeat mode.

 Past: The time before the moment of speaking.

 Future: The time still to come

 Present: Existing or occurring now.

A Definition

Mindfulness is a way of changing your relationship with the natural world by purposefully focusing
attention on the present moment in a non-judgemental way.

See things with clarity

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Mindfulness will allow you to see things with more clarity, be calmer, and understand yourself and others
more compassionately.

By living in the moment, a person can enjoy the basic experience of life, in a happier and richer way, by
being more aware and reducing negative and damaging thinking.

Past problems can be observed in new ways and with regular practice your power of Mindfulness will
become stronger, which means the thinking, 'chatter', and the feelings that go with that, will be reduced.

In a recent study, by the BBC and the University of Liverpool in 'Rumination: the danger of dwelling', they
found that self-blame and rumination was one of the biggest causes of stress. (3)

What is Mindless?

In order to understand Mindfulness, it's important to grasp the meaning of being 'mindless', the opposite of
Mindfulness.

People whose actions are mindless have habitual reactions to thoughts and feelings, which are based on past
experiences.

Autopilot

Being 'mindless' is like being on autopilot, where a person is unaware and sometimes reacts without
thinking.

Often we can drive a car but can't remember the journey or eat something but can't remember what it tasted
like or judge an event, and react, with a conditioned behaviour.

This partial consciousness might have been happening for a number of years and the habits might have
become quite damaging. Often being 'mindless' is interpreted as being thoughtless or impulsive or reactive,
and often actions are pre-empted before the experience takes place.

Mindfulness will slow all this down, it will decelerate the mind.

Unawareness

The 'mindless' experience can often mean a person is unaware of the world and his surroundings, and caught
up in thoughts and feelings, like regrets from the past or worrying about the future, which take up a lot of
energy and are tiring.

These types of thoughts and feelings are often compared to 'wild horses' running around your head and can
often manifest themselves in the body, and cause health problems.

Mindfulness will stop an individual hanging on to thoughts and feelings and help a person let go and slow
down.

Un-Train old habits

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Mindfulness allows a person to un-train these old patterns by learning to focus awareness on the
present moment and achieve more balance.

As we experience moment by moment thoughts, feelings and sensations, we can train the mind to accept
them, or watch them, in an open-minded manner and return to the present moment, giving us more
awareness and a calmer, more responsive approach to experiencing life's ups and downs.

This is extremely useful when an individual is trying to find ways to cope with stress, anxiety, relationships,
health issues, work and addiction. Until you are actually aware of the thoughts and feelings, you can't
understand how to cope.

Once you are aware, you can reflect on problems in a new light.

Be aware of the present more

We can be aware of the present moment more often, with Mindfulness practice, which will reduce stress,
anxiety and, for many, the feeling of being overwhelmed by our world.

Letting yourself just, 'be' will provide you with the antidote to those daily hassles all of us sometimes
experience.

Be kind to yourself

Mindfulness is a process and at the beginning it's wonderful just to be aware of the present moment. Be kind
and not too hard on yourself at first, if you still experience mindless reactions and behaviours.

You will have made the first step of being aware and you will start to notice all kinds of new things and will
want to view them with curiosity.

Find better solutions to problems

With more practice, you will start to be more present and notice more and more. That's not to say that your
problems will disappear. Mindfulness will help you bring awareness to them and you will find better ways to
find solutions.

Enjoy Life

Over time, Mindfulness practice will allow you to deal with events in a responsive, mindful way, instead of
a reactive or mindless way. This will give you a chance to explore life as it unfolds, moment to moment, and
give you the opportunity to be more curious, compassionate, and adaptable, and recover faster from negative
experiences.

Brain Science

Brain science or neuroscience has made huge advances in the last 30 years, helping us to understand the
functions of the brain more clearly.

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We feel positive that Mindfulness can be truly appreciated by understanding the science of the brain
alongside regular practice. Research tells us that Mindfulness has health, performance and relationship
benefits.

With practice, Mindfulness will allow you to focus on the present more and more and not be tied up in the
past or worrying about the future, leading to a healthier mind and body.

A Natural approach to life

When you start the course, it will help to reflect on events and experiences in a journal but, through time and
with further practice, Mindfulness will start to become a more natural way to approach life. You will
become more adaptable, find new ways of seeing things and improve your decision-making, when you are in
the present more of the time.

Mindfulness for Children

Let's now consider 'What is Mindfulness for Children?'

What is Mindfulness for Children?

A Definition

The Mindfulness Course for Children will teach students the ability to create and sustain focus on
present emotions, thoughts and sensations of experiences, as they happen, in an open minded, non-
judgemental way.

Being attached to a present experience and not worrying too much about the past or what's going to happen
in the future will allow a student to deal with life's ups and downs more successfully.

Health, Performance and Relationship Benefits to Children

The Mindfulness for Children Course has been designed to promote improvements in: Health and
Wellbeing, Performance and Relationships in Children. During the course we will consider the
science behind achieving these improvements.

Health

By using a daily practice of focusing attention on breathing or the body, Mindfulness can promote
improvements in health. Research tells us that by using mindful practice regularly, a student can reduce
stress and anxiety, which will improve sleep and appetite and will give a student a more positive outlook on
life.

Performance
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By using a daily practice of focusing attention on breathing or the body, Mindfulness can promote
improvements in performance.

Research tells us that using regular mindful practice will improve attention, focus and learning. By
becoming more focussed, a student will improve self-awareness, self-regulation and self-management
skills.

It has also been shown that regular mindful practice will improve creativity by generating new ideas,
improving communication and improving decision-making.

Relationships

By using a daily practice of focusing attention on breathing or the body, Mindfulness can promote
improvements in relationships.

Mindful practice will improve relationships with others by allowing a student to take a non-judgemental and
compassionate point of view, and be more socially aware of experiences.

By becoming more aware of the present, a student can improve self-control and be able to communicate
with individuals by listening more.

In summary, by acting in a kind way and looking at different perspectives, a student will improve
relationships with others.

The Mindfulness Course for Children is a way to:

 Improve Wellbeing

 Increase Focus

 Improve Sleep

 Improve Relationships

 Feel Good

 Feel Happy

 Decrease Stress

 Decrease Worry

 Become more Creative

 Increase Awareness

 Improve Resilience

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  Reduce Anxiety

What the Mindfulness course isn't:

 Religious

 Scary

 A Cult

 Perfection: we all make mistakes!

 Heavy

It's for Educators and Parents

The Mindfulness for Children Course has been designed for educators and parents to teach focus, calmness
and awareness to students.

The course develops through the core practices of breathing and mindful attention to self and others.
Students will follow a 9 Module course and also use the TAKE 2 practice each day to reinforce mindful
development. Once the course has ended, they will continue to use the TAKE 2 on a daily basis.

Our Hope

Our hope for this course is to teach students to start to self-regulate their behaviour by responding and not
reacting to daily events. This can be achieved by encouraging students to become more aware of themselves
and others around them.

You will find that by teaching these skills, you will create a more engaged and fun environment for yourself
and your classes and your community.

Mindful Breathing

Central to the whole course is mindful breathing and awareness.

Once students begin to build a habit of breathing to re-focus their attention, more and more information will
get to the higher-level parts of the brain. This means that more and more mindful decisions will get made.
The more mindful decisions are made, the happier experience a child gets.

All of the 9 Modules build on one another and provide the following for a child:

 Emotional Balance

 Self-Awareness

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  Non Judgemental Decisions

 Self-Control

 Kindness

 Compassion

 Empathy

 Focus

 Improved Performance

 Improved and Healthy Relationships

Neuroplasticity

In summary, because of the neuroplasticity of the brain, a student can improve connections to the higher
levels of the brain and make more mindful decisions instead of mindless decisions. You and your students
will get a great deal from this course.

Mindfulness for Individuals

It's very important that you complete the Mindfulness for Individuals first so that you can model the
behaviour you are trying to teach.

It's also critical to know that students will have more success when an existing and familiar teacher, who can
nurture and develop ideas over the course of a year, introduces them to Mindfulness.

The more a teacher can step into the shoes of an individual student who has regular contact with parents and
other support staff, the more success a student will have.

What does it do?

Deal with problems in a calm and non-reactive manner

Mindfulness practice at School, inside or outside the classroom, will allow your students to deal with
problems which arise, in a calm and non-reactive manner. A student will have a much more enjoyable day as
she deals with her challenges one by one with ease.

When you teach mindfully, your lessons will be better and when your students are learning mindfully they
will be more focussed and will improve their performance.

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In summary, once a student has become mindful, she will have an increased sense of wellbeing and will be
able to manage her stress more effectively. All students can achieve this by changing their relationship with
others, which simply means responding to actions instead of reacting.

Why take this Course?

Advantages to Teachers of Mindfulness:

 Increased focus

 Increased awareness

 More in touch with your students

 Improves emotional balance

 Improves relationships at work

 Improves wellbeing

 Helps prioritise information through focus

Advantages of Mindfulness for Students:

 Improves learning and performance

 Improves focus

 Decreases anxiety before examinations

 Improves reflection for deep learning

 Improves Social and Emotional Learning (SEL)

 Creates a happier child and happier relationships

 Helps prioritise information through focus

Modelling calmness

Most of you will have taken the Mindfulness for Individuals course and will already be seeing some of the
benefits in your day-to-day lives. Once you are practicing Mindfulness you will be able to introduce it at
school.

Modelling is a powerful teaching strategy and, if you are calm, your students will also feel calm.

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Most of you will be introducing Mindfulness as an informal practice within your individual lessons. Some of
you will be introducing this as part of your formal curriculum. Many of you will want to collaborate with
other teachers and parents once you begin teaching it. This course can be used in all formats.

Benefits of Mindfulness for Children

The Science
In the first Module of the course, we will be looking at the effects of stress on the mind and body and how
Mindfulness can relieve these stressors. In essence, Mindfulness allows a student to become aware of
present moment thoughts and feelings.

This awareness gives a student a choice whether to react or respond using Mindfulness as an adaptive
coping mechanism, and avoid stress.

Meet the Brain:

The brain explains why we behave the way we do. Neuroscience tells us why things happen in the brain.
Mindfulness can change the brain, through neuroplasticity, and promote awareness which helps relieve the
effects of stress, by giving us an affective way of activating the 'Relaxation Response'.

An Essential Tool for Stress Management:

By regularly practising, focusing attention on breathing trains the brain to avoid reactions and instead gives
the brain time to consider a mindful response.

Mindfulness is, therefore, an essential tool in stress management and for avoiding maladaptive coping
mechanisms like substance abuse or self-destructive behaviour.

The Connection:

It's crucial to understand the connection between Mindfulness and neuroscience. The brain can be divided
into 3 levels: the Vegetative Level, the Limbic System and the Neocortical Level.

During Module 1 of the course, we will explore the different brain functions and introduce the connection
between Mindfulness and the key areas of the mind. This will help your students relate the process of
mindful breathing practice to the brain science.

You will find that the video animations and the information about the brain will engage your students and
motivate them to 'buy in' to the course.

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For the rest of the course, we will consider different areas of the brain in each Module, which will help your
students gain more knowledge about the brain science and help them develop a greater understanding of the
mind, body and Mindfulness.

Types of Learner
There are 3 main types of learner:

 Auditory: Learners who prefer to listen.

 Visual: Learners who like to see things.

 Kinaesthetic: Learners who like to do things.

All activities throughout the course will help all of these learners.

How do you do the Course?

The 9 Module Course can be taught to all children from the age of 7 years old upwards. Young learners can
also use the course but we suggest that the teacher adapts lessons to suit the needs of his individual learners.
For example, young learners can use all the video animations combined with the activities.

Each Module can be used as a 90 Minute lesson or as two 45-minute lessons. As discussed in the
introductory section, each Module has been broken down into manageable, bite size chunks, which will
allow a teacher to have the flexibility to use either parts of the course or teach a complete lesson.

Teachers will often find that they can incorporate parts of the Mindfulness Course into other subject areas.
For example, simply using TAKE 2 at the beginning of a lesson will help students become more mindful
and more focussed.

Top Tips:

 Greet your students at the door with a smile and by name and make eye contact.

 When you are ready to start the class, turn the lights on and off or chime the bell.

 Alternatively, use a riddle at the start of lesson.

 Keep doing your own daily Mindfulness practice.

 Excellent Teachers are Mindful Teachers.

 Teaching Mindfulness will have an effect on the whole school environment.

Use these top tips at the start of each class so that students don't feel disempowered. For example, often
using commands like 'stop talking' disempowers students.

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To become a 'Master Teacher' you need to be able to connect and engage your students. Mindfulness will
allow you to do that. Most of you will need to have completed the Mindfulness for Individuals Course to get
the most out of Mindfulness for Children.

Aim of the Course

The overall aim of the course is to get your students using the TAKE 2 breathing exercises inside and
outside of school and as part of their daily routine. All of the activities during the course have been designed
to help reinforce the aim of using the TAKE 2 exercise whenever a student needs it.

Lesson Plan

TAKE 2 and Engage

TAKE 2 is a 2-minute breathing exercise, which focuses attention and allows your students to feel more
relaxed. You will use TAKE 2 at the start of each lesson and start teaching the importance of using this
technique in other lessons, sports and outside of school. You will use the chime or bell to begin and end the
TAKE 2 exercise.

Once you have finished the TAKE 2 exercise, you will introduce your students to the content of the lesson.

Objectives

You will write the lesson objectives for the lesson on the board.

Present the Science

In this section, you will explore the science behind Mindfulness and show the video animation. We have
made some fantastic animations which you can use with your students. These are fun and easy to watch, and
look at the way the brain works and the effects of Mindfulness on the brain.

Practice

In this section, you will practise the ideas of Mindfulness using a number of varied and fun activities.

Reflection

In this section, you will ask the students how they found the lesson and ask them to self-assess, and trigger
metacognition practices. Metacognition occurs when a student reflects and asks herself whether she could
have done anything differently. Reflection is an extremely important part of any lesson.

Extension / Homework

This can be used as class project time. Alternatively, it can be used for group or individual homework.

ESL Opportunity

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For those of you who are taking the Enjoy TEFL 120 Hour Online Course you will find the ESL
opportunities useful when you introduce Mindfulness to your ESL students.

Pre-Course Week
If you have the time and the resources available, you should introduce TAKE 2 to your students at least a
week before you start the course. If you can start a couple of weeks before, then that is even better.

This will allow your students to practise and 'buy in' to the course as quickly as possible. It's critical that you
introduce Mindfulness as a way to stay more focussed and improve academic performance to those
individuals who are a little sceptical.

Try to do TAKE 2 in the morning, in your registration period or in tutor time and, if you are introducing
Mindfulness across the whole school or year group, please get all subject teachers to do a TAKE 2 at the
start of their lessons.

TAKE 2
Throughout the Course you will use the TAKE 2 breathing exercise to enable students to practise focusing
their attention on their breath. Over time, this habit will allow them to deal with good and not so good events
in more mindful ways.

You will start each TAKE 2 using a bell or chime to signal the start of the breathing exercise and then either
show the TAKE 2 video animation or follow the script:

Mindful breathing for students:

Watch the Video Animation: 'TAKE 2'

You should spend about 1 to 2 minutes on this activity.

1. Listen to the sound of the bell or chime until it stops.

2. Close your eyes or tell them to look down. Give them the option.

3. Start thinking about your breath

4. Focus your attention on how your breath enters your body and lungs, fills your lungs and then leaves your
body.

5. Try to focus just on the breath. Different thoughts will enter your head, e.g. lunch, a test, or homework.
Re-focus on the breath.

6. When you hear the chime, re-focus your attention back to the class.

Listen to the Guided TAKE 5

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Guided%20TAKE%205.mp3

Download

Suggested Reading
MIndfulness: Finding Peace in a Frantic World by Prof Mark Williams and Danny Penman

Wherever You Go, There You Are by Jon Kabat-Zinn

Full Castrophe Living by Jon Kabat-Zinn

The Mindfulness Breakthrough by Sarah Silverton

Smart Emotions for Busy Business People (1a) by Bryon Stock

The Way of MInful Education by Daniel Rechtshaffen

Sitting Still Like a Frog by Eline Snel

The Attention Revolution by Dr B Alan Wallace

The Mindful Child by Susan Kaiser Greenland

The Emotional Life of your Brain by Richard Davidson

The Plastic Mind by Sharon Begley

Mindfulness in Plain English by Henepola Gunaratana

CASEL : SEL

CASEL : Core Competencies

BBC

Lesson Plan
Download the Lesson Plan

Mindfulness Lesson Plan

Introduction

The following lesson has been designed to last for 90 Minutes. It can also be taught
over two 45 minutes lessons or introduced in smaller parts.

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Engage and TAKE 2

Time: 10 Minutes

Watch the Video Animation: TAKE 2 and/or read the TAKE 2 script.

Introduce TAKE 2, explaining that it is a tool for helping students get more focussed
and feel more relaxed.

Once you have completed the TAKE 2 exercise, you will need to discuss any of the
feelings or thoughts that occurred.

Watch the Video Animation: 'The Storm'

Explain that in today's lesson you are going to talk about stress and the effect stress
can have on the brain and the body.

Introduce the idea of stress and ask the students how they feel when they get stressed.

'Have you ever lost your cool?'

'Have you ever got angry?'

'Have you ever felt stressed? What happened?'

'How did you deal with this experience?'

A stressful situation can be a test, an exam, homework or just about anything in our
daily lives.

Introduce the keywords 'mindful', to mean a very positive and happy experience, and
'mindless' as a stressful, negative experience.

Explain to your class that you can help them train their brain to respond and not react
to stressful situations and make them more focussed in their academic work. You can
also make them calmer.
Objectives

To introduce the TAKE 2 breathing exercise.

To discuss how stress affects the mind and the body.

To understand the 3 areas of the body affected by stress.

To name 3 areas of the brain.

To label the diagram 'Brain' using simple definitions.

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To create a cartoon to represent the functions of the brain.

To understand that reactions to a stressful situation can be avoided.

To discuss the difference between mindless (stress reaction) and mindful (present
moment considered judgement)

To understand how a student can influence stress by using Mindfulness Practice

Present the Science

Time: 20 - 30 Minutes

Watch the Video Animation 'The Brain and Stress'

Meet the Brain Teaching:

Discuss the 3 areas of the body affected by stress.

Discuss the main parts of the brain and discuss what each area does. You can show
the diagram, which illustrates the main parts of the brain.

The 3 core areas of the brain that you will discuss are the Amygdala, the
Hippocampus and the Prefrontal Cortex (PFC)

The Prefrontal Cortex is the part of the brain which allows us to make good decisions
or mindful decisions.

You will explain that the Amygdala acts as a 'Security Guard'(1a), stopping
information getting to the Prefrontal Cortex. If the Amygdala stops this information
getting to the higher levels of the brain, then an individual reacts without thinking and
mindless behaviour takes place. We call this outcome 'Fight, Flight, Freeze' Reaction.

TAKE 2 activates the 'relaxation response' and will allow a student to gain some mind
space and allow information to get to the prefrontal cortex. If this happens an
individual can reduce stress, improve focus, performance and relationships.
Practice

Time: 20 - 30 Minutes

Activity 1:

Label the important parts of the brain and create your own unique definitions. For
example, What does the amygdala do?

What does the prefrontal cortex do? What is the role of the hippocampus? You could
compare the human brain to a computer.

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You can get your students to work in pairs at this point.

Go around the class and monitor your students to check they are getting the right
definitions.

See the worksheet on areas of the brain.

Activity2:

Make a cartoon like the one you have just seen in the animation and suggest using
superheroes or sports stars to represent the characters of the brain.

You can get students to work in pairs.

Make a poster to display on the classroom walls.

Present to the rest of the class.

Questions:

How does a person keep getting the information up to the prefrontal cortex?

Activity 3:

Make a list of any stressful moments you have had recently. What happened? For
example, bullying or somebody saying something bad to you. How did you solve
these problems?
Reflection

Time: 10 - 15 minutes

At this point of the lesson, it good to talk through what happened in the lesson and
play the animation again.

You will need to ask the students 'What went well?' or 'What did you enjoy about the
lesson?' and also 'What could we do to improve the lesson.'

It's also crucial to do the quick quiz with students and have them record their answers.
You can then spend a few minutes going through the answers.

To end the lesson, try to get your students to relate to a bad experience they have had
recently and try to get them to talk through what happened and how they might have
handled it differently.
Benefits

Show the benefits of Mindfulness Image from the course section.

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Extension/Homework

1. Questionnaire to ask other people how they handle stressful situations.

2. Design a poster which gives people advice on how to handle stressful situations
using your cartoons.
ESL Opportunity

Work in either pairs or groups during this lesson.

Suggestions:

1. The use of bi-lingual dictionaries to look up keywords in their native language.

2. Synonyms and antonyms for keywords.

3. Find adjectives and adverbs to help you describe the parts of the brain in the
cartoon.

4. An informal writing exercise when creating the cartoon. You can make it easier or
harder by giving your students more or less vocabulary in the presentation stage.
Resources

Brain Diagram Worksheet

Video Animation

'What Went Well' worksheet

Student Exercise Book or File and A4 Paper to record work

Introduction
In the first Module, we will begin by introducing the TAKE 2 breathing exercise, if you haven't already
started using it, and we'll also explore how stress affects the mind and the body.

Stress affects 3 parts of the body: the nervous system, the endocrine system and the immune system. It's
important that your students understand the process that underlies stress, as it will help them to understand
how Mindfulness can prevent stress.

Next we will consider the nervous system and the 3 main parts of the human brain. The 3 levels we will
identify are the Vegetative Level, the Limbic System and the Neocortical Level. The 3 levels of the brain
can be considered in terms of higher and lower levels, with the neocortical Level being the highest.

Within each of these levels, your students need to be able to identify the most critical functions.

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The keywords that your students need to understand are the prefrontal cortex (PFC), the amygdala (the
security guard) and the hippocampus (the memory).

Once we have identified the main areas of the mind and body that stress affects, we need to examine the
difference between being 'mindful' and 'mindless', making a connection with the brain science.

You will explain that mindful behaviour means that information is getting to the higher parts of the brain,
the prefrontal cortex, and that mindless behaviour means that information is getting blocked by the
amygdala, resulting in an unmindful reaction.

Therefore, a mindless response occurs when a student is under stress and the amygdala stops information
getting to the higher areas of the brain. This is called the 'fight, flight, freeze' reaction. In the first Module,
we will illustrate this process using the video animation and by you teaching your students about the mind
and the body.

The main objective of this Module is to introduce the brain and let students become familiar with the
keywords and functions of each level. Once they can understand the functions of the brain, they will find it
easier to make the connection between Mindfulness and neuroscience.

By the end of this Module students should start to understand that the Mindfulness breathing exercise,
TAKE 2, which activates the 'relaxation response', can influence the behaviour of an individual and give
them more awareness and less stress.

TAKE 2 / Engage
Engaging students and gaining their attention at the start of any lesson will be fundamental to the success of
your lesson.

This begins when your students walk through the door. We suggest meeting them at the door and greeting
them by name, with a smile. This instantly creates genuine interest, openness and authenticity. It also allows
you to model excellent behaviour.

We also recommend that you use a bell or a chime to signal the start of the lesson. (If you haven't got a bell
or chime you can find one on the web or alternatively you can use the lights, and switch them on and off.)

By this point in the course, your students should be familiar with TAKE 2. The best way to engage your
students and get them ready for the start of the class is to begin with a TAKE 2 Breathing Exercise.

Watch the Video Animation: 'TAKE 2'

Watch the video animation to remind your students how to sit comfortably and how to breathe.

Please follow the script below or alternatively listen to the video animation without showing the video.

TAKE 2: Mindful Breathing Exercise

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Remind your students to find a comfortable position on the chair. Recommend placing their feet on the floor
and their hands in their lap. Ask them to either close their eyes or look down. Explain that this exercise
begins with the chime of the bell and ends with the chime of the bell.

You should spend about 1 to 2 minutes on this activity.

1. Listen to the sound of the bell or chime until it stops.

2. Close your eyes or tell them to look down. Give them the option.

3. Start thinking about your breathing.

4. Focus your attention on how your breath enters your body and lungs, fills your lungs and then leaves your
body.

5. Try to focus just on the breath. Different thoughts will enter your head, e.g. lunch, a test, or homework.
Re-focus on the in and out breath.

6. When you hear the chime, re-focus your attention back to the class.

After you have finished the TAKE 2 exercise, it's time to talk about stress and the effect stress has on the
body and mind.

Watch the Video Animation: 'The Storm'

Explain that in today's lesson you are going to talk about stress and the effect stress has on the brain and the
body.

Ask your students how they feel when they get stressed.

'Have you ever lost your cool?'

'Have you ever got angry?'

'Have you ever felt stressed? What happened?'

'How did you deal with this experience?'

A stressful situation can be a test, an exam, or homework or just about anything in our daily lives.

Introduce the keywords 'mindful', to mean a very positive and happy experience, and 'mindless' as a
stressful, negative experience.

Explain to your class that you can help them train their brain to respond and not react to stressful situations
and make them more focussed in their academic work. You can also make them calmer.

Objectives
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Casel's Objectives:

 Self Awareness

 Self Management

 Social Awareness

 Relationship Skills

 Responsible Decision Making

Class Objectives:

 To discuss a stressful situation.

 To introduce the TAKE 2 breathing exercise.

 To name 3 areas of the brain and label the diagram using simple definitions.

 To create a cartoon to represent the functions of the brain.

 To understand that reactions to stressful situation can be avoided.

 To discuss the difference between mindless (stress reaction) and mindful (present moment
considered judgment)

 To understand how a student can influence stress by using Mindfulness Practice

Present the Science

In this lesson we are going to discuss stress. We will discuss the factors, which cause stress and the effects
on the mind and the body. You will relate a stressful reaction to being 'mindless' and a happy and positive
response to being 'mindful'. A reduction in stress will create health benefits for your students.

Watch the Video Animation 'The Brain and Stress'

What is Stress and what is the Science behind it?

Before we consider how stress affects the mind and the body, it's crucial to understand exactly what stress is
and the different levels of stress which an individual can suffer from. It's also important to understand that a
person can suffer from various levels of stress throughout their lifetime.

What causes Stress?

Stress can affect different people in many ways. Certain people will be more resilient to stress, compared to
other people, and it's a person's ability to manage and adapt to stress that will affect the outcome.
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Therefore, stress is a reaction caused by both internal and external stressors, which could be interpreted as
real or perceived threats.

External stressors might include the following: Social, Societal, Economic, Environmental and Physical
threats, which might be real or perceived.

For example, stress could be caused by how a person thinks other people perceive them, or real socio-
economic threats like poverty.

Alongside these external factors are the internal stressors. This is when a person thinks something, which
might not be real or true.

There is also another problem with stress; it can create a feedback loop that can trigger more stress,
particularly rumination. Stress can create more stress.

Real or Perceived, It's the Same Reaction:

The problem the body has is that it doesn't matter whether a tiger is chasing you or you're thinking
something that isn't true - the stress reaction is the same.

There are 3 types of stress:

 Acute Stress: Acute stress is the most common type of stress and mainly occurs from the pressures
of the recent past and the anticipation of future problems.

 The most common symptoms of acute stress are emotional stress, e.g. anger, depression, anxiety and
muscular stress, which includes headaches, back pain, stomach and associated digestive system
problems as well as high blood pressure and general discomfort caused through sweating, and heart
palpitations.

 Episodic Stress: The second type of stress is episodic stress, which is where a person has acute
stress frequently, and their life has become ridden with crisis and chaos.

 Often, a person who suffers from episodic stress will view the world from a pessimistic perspective
and see negativity everywhere.

 Chronic Stress: Chronic stress is where a person suffers from stress on a daily basis. It can occur
when someone is caught in poverty or result from a traumatic experience in childhood or adulthood.

 Chronic stress can also be caused by a feedback loop that can trigger additional stress. Chronic stress
has a massive impact on health.

The Body

Stress affects 3 parts of the body:

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  The Nervous System

 The Endocrine System

 The Immune System

The Nervous System:

The nervous system contains two parts: the Central Nervous System (CNS) and the Peripheral Nervous
System (PNS). The CNS looks after the brain and the spinal cord and the PNS looks after the Somatic and
Autonomic Nervous System (ANS).

The ANS contains the Sympathetic system (Fight, Flight or Freeze Response) and the Parasympathetic
(Relaxation Response).

These two systems control the metabolic equilibrium or homeostasis in the body by releasing hormones to
suppress or accelerate metabolic functions.

The sympathetic and parasympathetic systems are mutually exclusive so you cannot be aroused and relaxed
at the same time. The problem is that the sympathetic system dominates the parasympathetic system and
often you need to use conscious thought or Mindfulness to activate the relaxation response.

The Brain:

The brain explains why we behave the way we do. Neuroscience tells us why things happen in the brain.
Mindfulness can change the brain, through neuroplasticity, and promote awareness, which helps relieve the
effects of stress by giving us an affective way of activating the 'Relaxation Response'.

The brain has 3 parts: the neocortical level, the limbic system and the vegetative level. This is where it gets
interesting.

These 3 parts can be classified into higher and lower levels. The higher level is the neocortical level, where
high-level mechanisms live like creativity, imagination, analytical skills, evaluation and logic are activated.

The next level is the limbic system, which is the emotional processing centre and contains the amygdala,
hypothalamus, thalamus, hippocampus and the pituitary gland.

The lower level is the vegetative level which contains the Reticular Activating System (RAS), the bridge
between mind and body.

Higher Levels can Override Lower Levels:

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The most important aspect of this system is that the higher-level parts of the brain can override the lower
levels of the brain. In summary, conscious thought in the prefrontal cortex can override both the limbic
system and the vegetative system. Therefore, conscious thought can influence the emotions and the body.
This means that Mindfulness practice can get more sensory information to the higher levels of the brain, the
neocortical level, and override the reactive emotional centre.

The Endocrine System:

The Endocrine System controls a number of glands throughout the body, which release chemicals as and
when required.

The Immune System:

Finally, the Immune System controls our health. Constant attack from stress will reduce the strength of our
immune systems over time.

Stress will also affect the digestive system, growth and reproduction functions (sex). In order to stay healthy
and have a strong immune system, individuals need to reduce stress-using Mindfulness.

An Essential Tool for Stress Management:

Regularly practising and focusing attention on breathing trains the brain to avoid reactions and instead gives
the brain time to consider a mindful response.

Mindfulness is, therefore, an essential tool in stress management and for avoiding maladaptive coping
mechanisms like substance abuse or self-destructive behaviour.

Too much Stress can be damaging:

Stress and worry are parts of everyday life.

Some stress can be beneficial to us, e.g. trying to reach a deadline at work. However, when it reaches a
certain level it can be very damaging.

Often a person can internalise their stress, as it's often socially unacceptable to fight or run away from an
event, and this results in tension building up over months or years. People often cope with this tension by
using maladaptive coping mechanisms like self-destructive behaviours, overworking or overeating, or
substance abuse, alcohol or drugs.

The Stress Process:

The first thing that happens is the amygdala, in the limbic system, decodes or processes sensory information
and acts like a security guard stopping the information getting to the higher neocortical level. The amygdala
sets off an alarm bell, which triggers the 'fight, flight or freeze' part of the PNS, the sympathetic system.

This is because the prefrontal cortex always assesses sensory information a little slower than the amygdala,
which means that the amygdala reacts before the prefrontal cortex gets the message.

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The amygdala sends the information to the hypothalamus, which regulates the CNS, and secretes chemicals,
via the sympathetic part of the ANS, to the adrenal gland in the endocrine system in the body.

The adrenal gland then goes on to make adrenaline or epinephrine and also takes part in making cortisol,
another hormone, which releases in the blood vessels. This will all cause your body to change: heart rate will
increase, breathing will get faster, you will start to sweat, the digestive system shuts down, your mouth goes
dry and you feel stressed.

Another crucial part of the process is the effect on the hippocampus, which controls memory.

The hippocampus assists with the transfer of information to the prefrontal cortex. Once stress occurs, and
chemicals are released, the hippocampus function stops working and the prefrontal cortex does not receive
information which would allow it to distinguish between real and perceived threat and make a rational or
mindful response.

Research states that long term stress leads to a decrease in hippocampal volume and can affect declarative
memory, the long-term memories of facts and knowledge. (1)

Face to Face with a Tiger:

All this is good if you are face-to-face with a tiger but not good for those little problems like someone
jumping the queue.

The problem is that prolonged stress causes too much cortisol to be produced, which damages the memory
(the hippocampus) and your health, the immune system.

Therefore, intermediate and prolonged stress causes decreased frontal lobe activity and increased sensitivity
to the amygdala. This means that stressed individuals will react to the smallest negative day to day events
more often than a 'mindful person'.

"If a particular stimulus is misinterpreted as a threat, this leads to an immediate fight, flight or freeze
response (to non-threatening stimuli). This causes this system to respond to minor irritations in a totalistic
manner.” (2)

Mindfulness activates the 'Relaxation Response':

By using Mindfulness, which teaches you to focus on breathing or the body, we can learn to get past the
security guard, the amygdala, activate the relaxation response contained in the parasympathetic part of the
ANS, and get information up to the higher levels of the brain and start making mindful responses.

Suggested Reading

Impact on the Brain

Childhood Trauma

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Practice
Time: 20 - 30 Minutes

Activity 1

Your students will label the important parts of the brain and create their own unique definitions. You can get
your students to work in pairs at this point. Go around the class and monitor your students to check they are
getting the right definitions.

Download Worksheet of the Brain

Activity 2

Make a still cartoon like the one you have just seen in the animation, suggesting that your students use
superheroes to represent the characters of the brain.

You can also get your students to make a poster of the cartoons to display on the classroom walls. Once they
have completed the activity, you can get your students to present their ideas to the rest of the class.

Discussion Questions

How does a person keep getting the information up to the PFC?

What is Mindfulness?

Activity 3

Make a list of any stressful moments you have had recently. What happened? For example, bullying or
somebody saying something disrespectful to you.

What happened and who was there?

Describe your reaction? Did you 'Flight, Fight or Freeze' during this event? Were you mindful or mindless?

What did you do to calm yourself?

Did you talk to anyone about this event?

How do you think TAKE 2 might have helped you?

Reflection: how could you have handled this situation differently?

Use a table like the following:

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Event 1 2 3 4

What happened and who was

there?

Describe your reaction. Did you

'Flight, Fight or Freeze' during
this event? Were you mindful or
mindless?

What did you do to calm

yourself?

Did you talk to anyone about this

event?

How do you think TAKE 2 might

have helped you?

Reflection: How could you have

handled this situation
differently?

Once you have finished this activity, it's vital to discuss all the answers with the class.
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Reflection
Time: 10 - 15 minutes

The Reflection part of the lesson is your chance to teach metacognitive skills, which will encourage deep
learning.

At this point of the lesson, it's good to talk through what happened in the lesson and play the animation
again. You will need to ask the students 'What went well?' or 'What did you enjoy about the lesson?' and
also 'What could we do to improve the lesson?'

It's also important to do the quick quiz with your students and have them record their answers. You can then
spend a few minutes going through the answers.

Take the Quiz: Quick Quiz

To end the lesson, try to get your students to relate to a stressful experience they have had recently and try to
get them to talk through what happened and how they might have handled it differently.

If you have time, get a few students to talk about their stressful situations.

Finish the lesson by explaining that next week they will explore other parts of the brain and the connection to
Mindfulness.

Benefits

Extension / Homework
The following activities can be used for extension activities or for homework.

Research:

1. You will ask your students to design a questionnaire, which can be used to ask other people at school or at
home how they handle a stressful situation.

 The questions should include:

 What was the stressful situation?

 How did you cope with it?

 What tips could you recommend for dealing with a stressful situation?
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  Have you ever practised Mindfulness?

2. Design a poster, which gives people advice on how to handle stressful situations using their mindful
cartoons.

3. Complete the 'Not so Good Events' Log for the week. Download the 'Not so Good Events' Diary from the
Resources Section.

4. Children living in war zones or conflict countries live with stress every day. Create a poster or a written
piece of work describing what it is like for a child to live in a conflict country. For example, you could
describe the day-to-day life of a child living in Syria at the moment.

Compare your life with theirs, looking at the basic things such as clean drinking water or food, which we
sometimes take for granted.

Suggested Reading

Save the Children

UNICEF

World Vision

ESL Opportunity
In this section, we will look at ways you can incorporate ESL into the lesson. Firstly, it's crucial that you
work in either pairs or groups during this lesson.

Activities

1. Use bi-lingual dictionaries to look up words in their native language for the functions of the brain.

2. Synonyms and antonyms: find similar or opposite words for the functions of the brain.

3. Find adjectives and adverbs to help you describe the parts of the brain in the cartoon.

4. An informal writing exercise to create a cartoon showing the functions of the brain. You can make it
easier or harder by giving your students more or less vocabulary in the presentation stage of the lesson.

Download the following:

Not so Good Events Diary

Wonderful Events Diary

This activity is a written piece of work. Students will complete a diary during the week looking at all the
good and not so good events that happened during the week. You can also use this activity to get students
talking by putting them into pairs and getting them to ask their partner what happened.
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Resources
Download the following:

What Went Well

Download the Brain Diagrams

Brain Diagram 1

Brain Diagram 1

Top Tips
 Greet students at the door with a smile and by name and make eye contact.

 Ready to start the class: lights on and off or chime a bell.

 Alternatively, use a riddle at the start of lesson.

 Keep doing your own daily Mindfulness practice.

 Excellent Teachers are Mindful Teachers.

Teaching Mindfulness will have an effect on the whole school environment.

Cognitive Skills
A cognitive skill is required for learning something new. By teaching your students cognitive skills you will
be helping them acquire 'how to learn skills'.

In this section we will teach you the best ways to help your students improve their ability to learn,
particularly by helping them find the best information on the web and also by helping you create your own
website.

Once you have created you own website, you can post the best websites for your students to explore.

Giving your students ways of discovering new material and new ways of doing things, from a wealth of
resources on the Internet, will quickly improve their English skills.

We will give you a list of some of the best resources out there at the moment and in the next Module you
can put some of these excellent resources onto your own website. This will give your students a central
place to find information.

Enjoy TEFL would like you to recommend websites for your students to explore in your lessons, if you have
the resources, or outside of the classroom.
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Mini Activity:

Find at least 5 websites you think would be suitable for teaching English. Write a brief summary on the
strengths and weaknesses of each of the 5 websites you have found.

Here is a list of websites we would recommend for your students. You can add this list to your technology
resources, which we will discuss in the next Module.

Useful Websites and Suggested Reading

My English Teacher

Grammar Quizzes

Storytelling

Dave's ESL Cafe

Using English

English Tongue Twisters

British Council Tongue Twisters

British Council

For Teachers

The Art of Learning

The Paradigm Shift

It's also very important that when you give feedback to your students after an assessment, you help them to
set goals for their future work. We will discuss the importance of setting goals in Section 6.

Another way to teach your students cognitive skills is to show them how to effectively plan and record their
work in each lesson. It's very important to model the way you write down your class objectives each lesson.

Metacognitive Skills
Metacognition is defined as the process of reflection, which encourages deeper learning. If a student is
regularly able to self-reflect on his performance as well as the performance of others, he will learn more and
improve academic results.

The teacher must show students how to self-reflect and also to reflect on your lesson. This will allow you to
monitor and change your lessons in the future, to adapt to the needs of the learners more and also give your
students ways of improving performance in a future lesson.
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We will deal with reflection as a metacognitive skill in more detail in Module 15. Being a reflective teacher
and allowing your students to reflect on your lessons and themselves will help your students get better at
English, as they will have a chance to do some deep learning.

Being able to understand how they can get better is crucial to success in any subject.

A skilful way to do this is to ask students 'What went well?' or 'What did you like?' Of course, this will be
difficult for beginner students but it works very well for intermediate students and above.

It will help you if you can ask one of your more able students to answer this question. It will also help you to
collaborate with local teachers and ask them to translate a feedback questionnaire you have translated into
their language. This will allow you to collaborate with other colleagues and also get some feedback from
your lesson.

In Module 15, we will discuss the importance of reflection in your lessons.

Mini Activity

Design some questions you could potentially use in 'What went well?' scenarios

Take the Quiz: Teaching Skills

Using Technology in the Classroom

We live in a world where technology is present in most of our lives. Most of the information we need and
our students need is on the Web. It's critical to be selective and advise your students where to find the best
sites. We will explore this in Module 3.

We will also consider other ways you can incorporate technology into your lessons in the next Module.

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