A team of High Meadows teachers recently contemplated what it means for us to attend to the "whole child." High Meadows is accomplished at promoting our children's academic and social-emotional growth, but how could we go even further to support their well-being in authentic, experiential, and fully integrative ways? Thus our Wellness Program was born. 

 

One of the most powerful aspects of the program has been the institution of daily mindfulness practices in (and out) of the classroom. Mindfulness teaches us to breathe deeply, quiet our minds, and just "be."  Where such practices might be met with skepticism years ago, scientific research has come to support the benefits of mindfulness, which come to life in the articles below.

High Meadows has always been good at employing the present moment for the purpose of learning. Spontaneity in education is often under-valued in favor of a rigid, just-stick-to-the-plans approach.  A recent experience reminded me of the importance of spontaneity in learning, so I blogged about it . Read on and learn how mindfulness and the celebration of the present have already benefited both our students and ourselves.

Enjoy,

Jay Underwood

Head of School

Our day in the K-1 classroom always begins with students filling the room with happy chatter. Children greet teachers and friends, decide which activities to pursue, and then get down to the serious business of being active, curious students.  The room is filled with bustling energy during our morning "learning studio," a time when students choose their own learning experiences. The clean up time that follows can also be spirited and noisy. 

After putting materials away, the class gathers on the rug for morning circle. Shifting gears from high-energy mode to settling into a quieter space can take some time for our students. To help set our purpose for coming to the rug, our class has begun practicing deep breathing as a way of "downshifting" or calming ourselves in order to be ready for our morning circle. 

At first, we heard giggles when children were asked to take deep breaths but, after only a few days, we have seen increasing mindful participation. When asked if they felt differently after deep breathing, students shared how they felt "calm and relaxed." 

As we continue our practice, we hope that children will learn to use deep breathing as a strategy to help them in various situations--from taking a moment to just breathe and be present in the moment to dealing with every day stress and high emotion.

Playing an instrument and working together as a band requires musicians to have calm minds and relaxed bodies. So it's no surprise that our Beginning and Advanced Band classes always begin with breathing exercises. These exercises help strengthen the muscles needed to play an instrument. But our breath work also focuses the mind and body, preparing individuals to make music together. As students become aware of their breathing pattern, they let go of other thoughts and distractions; they become more relaxed, more attentive, and more focused. 

We begin with "tension/release," where we tense every muscle in our bodies for four counts and then release everything for four counts. Students learn how they feel when they are tensed (or stressed) and how they feel when they are relaxed (or calm). Our goal is for students to train their bodies how to relax on command.   

We end our breathing time with a slow inhale/exhale exercise. As the students slow down their air, you can visibly see their bodies relaxing. Their minds become focused and "in the moment," ready to take in new information.  In the Band Room, I have seen first-hand how these exercises help students become aware of their bodies, their surroundings, and their breathing.  Being still and focusing on their breathing helps keep them in the present.