Teachers can teach mindfulness. We should be teaching students how to bring their attention to present emotions, and how to actively and calmly deal with them. Students act out because they don't know "how to act." When we teach what it means to be empathetic and supportive, students feel nurtured and safe. When they feel nurtured and safe, they act out less and work harder. This chapter gives many great suggestions on how to normalize all emotions, starting with something as simple as a morning circle that focuses on just a few moments of mindful breathing. In any case, students need to be taught how to manage all their emotions, the good and the bad.
Teaching mindfulness helps students learn self-regulation and how to acknowledge feelings in an appropriate way. Like Nikki stated, students act out because they “don’t know how to act”. Sometimes students don’t know how to effectively communicate what they are feeling because no one has taught them before. Therefore we can teach mindfulness so students learn how to identify and acknowledge their emotions, but more importantly learn how to respond, not react. We can normalize emotions by intentionally incorporating emotion-based common language and mindfulness practices into our daily routines. It is important to normalize emotions so students feel comfortable and safe expressing all feelings.
Every human has to deal with a long list of emotions daily. Acknowledgment of our thoughts and feelings in a calm manner allows us to navigate through life responding instead of reacting. Otherwise known as being mindful, teaching our students this allows our students to self regulate and understand WHAT they are feeling and how to go about responding to an event. Being aware that these emotions happen and the different outcomes of reacting and responding to an incident will create a culture of empathy in the classroom.
We all have feelings - both good and bad. What’s important is how we deal with them. Students need to be taught how to recognize and communicate what they’re feeling. It can be scary when they don’t know how. They can act out or become withdrawn. We need to teach reacting vs responding. Teach them that we all have feelings and it’s ok to feel the way we feel. It’s normal human behavior. What kids need are ways to recognize their emotions, accept them, calm themselves for the mind and body health benefits, and decide their next move. Tools like PLAN and sharing circles and Calm Down jars help students to deal with their emotions. A healthy calm mind can learn better than a stressed mind. Validation of feelings by teachers and other students shows empathy. It lets a person know that it’s ok and there are ways to get through the stress. When students understand they aren’t the only one to have ever felt these feelings before and that there is hope and help, they will be that much stronger and healthier.
I agree that when we discuss our emotions as a group, we come to realize that we are not the only one who feels a certain way. It is a relief and validating.
We can normalize emotions by talking about them as part of our class routines rather than in reaction to a specific incident. Some examples of this would be introducing the Calm Down Jar, explaining and posting the PLAN tool, and keeping a daily gratitude journal. If students feel safe discussing their emotions and learn how to respond rather than react, they will be better able to learn.
One way of normalizing emotions is to recognize some of the reasons children may act out. Providing students with a safe space, helping students to understand what they are feeling, learning the language to use to express their feelings are important to acknowledge when teaching mindfulness. Starting with these basic premises and teaching students the difference between reacting and responding are conversations to have with our students. I agree that the PLAN strategy and the Calm Down Jars are positive ways to help students learn the benefits of mindfulness. I thought the author’s example of uncovering students’ values is something students can relate to and supports reflection and growth. I also agree it is important to practice normalizing emotions into our daily routines, instead of being reactive to an incident.
We can normalize emotions by creating a safe environment where students feel they can express themselves. Starting the day with morning circles and modeling how its ok to have feelings and have discussions on ways to promote problem solving and empathizing. Teaching students to read their own bodies and becoming aware will help them to understand how to deal with their emotions.
Creating an environment where students can talk about their emotions and feel safe doing it is an important step. Peace circles are one place where this can be accomplished. The book mentions strategies that can help such as PLAN, the calm down jar and gratitude journals. The book states that restorative discipline and mindfulness go hand in hand. This is a keys step in developing empathy. This is one reason we should be doing this.
Normalizing emotions is a concept we have been doing for a long time through the PATHS program. Helping students understand that there are many emotions (some comfortable and others not) that everyone experiences at different times and in different situations helps them take ownership of their feelings begin to realize that what they are feeling - even if it may be uncomfortable - is okay and normal. I think for younger children this can help make overwhelming feelings less scary.
Just as Lisa said, we have been working on normalizing emotions for a long time as part of our PATHS program. Through PATHS we begin teaching students in kindergarten that there are different emotions, and that there is a name for each. We teach them to recognize the feelings in themselves and in others. We teach them that all feelings are okay and we begin to teach them strategies for verbalizing and coping with their feelings. Also, I think an important point in the book is to focus on the positive. We need to be more mindful of how often we give compliments and praise. As mentioned, daily gratitude journals can promote positive thinking.
We can normalize emotions by continuing to use the tools and resources we have within the school building. SIIS, PATHS, LINKS, Boys Academy, among many other groups have strategies in place to help students learn how to self-regulate and become more aware of their emotions. Since most of these groups are targeted towards a specific group in the building, training students within these groups to spread the message to other students would be a start. The more students we have trained to normalize emotions, practice mindful breathing, and acknowledge "the good," the more positivity will spread and it will become more of the norm.
In order to normalize emotions we need to recognize all emotions good and bad. Students need to know how to deal with their emotions and teaching Growth mindset with mentor texts and activities where students have the opportunity to work through different emotions is essential.Students need to feel safe within the school environment. School programs where students can learn and develop are necessary like PATHS, links etc...
We have to let our students know that any emotion they may have is ok. So often, we are worried when we have negative feelings so students can sometimes stifle them only to have them erupt much worse later. Fighting emotions and feelings can be exhausting for a student and only makes them feel worse. Having conversations about why a student is feeling what they are feeling and telling them that it is ok to feel that way can be a great revelation for the student.
We can normalize emotions by explicitly teaching how to identify specific emotions. We can then provide strategies on how to cope with them.Circle time is paramount to provide a safe environment where adult led activities that address social emotional goals can be implemented. Mindfulness is the basic human ability to be fully present, and aware of where you are and what you’re doing. Mindfulness helps students be in touch with their emotions and to except where they are and not to be overwhelmed in that moment.Teaching mindfulness using yoga has brought me much success in my classroom. In addition, I use the PATHS program each year to help students identify and understand emotions. Some students experience frustration because they were not able to express how they feel. The growth mindset can also be used directly to identify and normalize emotions and it allows the students the opportunity to categorize their feelings using the three zones.
We can normalize emotions in many different ways. I believe we have a good start on this with work within our PATHS program, Sister to Sister, and with the peace circles and peer mediation already in place. I think the focus is to look to the positive and to be more mindful of how often we praise our students. Daily gratitude is a good way to promote positivity. All of these things help to normalize emotion by talking about them. Our primary classes have used paths and morning meeting and it is something the kids really enjoy. In my class we also keep a “goodness” chain. With a partner they share the pit and peak of their day and how they felt overall. Then they share out to the class something “good” or positive that happened. We create a chain link around the room. We do one each quarter and we work to have more as we progress through the year. We do it regularly at the end of the day but we also on occasion stop what we are doing to add something to the chain. The kids really enjoy focusing on the positive and it helps reduce the complaints among one another by redirecting their attention. It also reinforces their feelings and emotions because even if they were talking about the pit of their day, they feel heard and valued by discussing it with their share partner.
We all have emotions both good and bad. It strikes me how hard it is for students to see me sad in the classroom. They struggle and look uncomfortable, not knowing what to do. We need to normalize emotions and give students the language and tools to show, understand, and react to emotions. In our classroom we use yoga, the Calm App, and Mindfulness videos to help develop mind-body connection. We use peace circles to help normalize talking about our emotions. We model verbalizing our emotions to help students find the words/language to identify their emotions.
It is important to do this because a student who can articulate and manage their emotions are more empathetic classroom community members.
There is so much power in being mindful. We live in such an instantaneous world that, often times, we don't slow down to be present and aware of how we are doing (and how that impacts ourselves and others). Much like emotional regulation, these skills need to be taught and coached. We have to teach them HOW to identify what they are feeling and how it can impact our lives. Then, we have to MODEL it.
Teachers can teach mindfulness. We should be teaching students how to bring their attention to present emotions, and how to actively and calmly deal with them. Students act out because they don't know "how to act." When we teach what it means to be empathetic and supportive, students feel nurtured and safe. When they feel nurtured and safe, they act out less and work harder. This chapter gives many great suggestions on how to normalize all emotions, starting with something as simple as a morning circle that focuses on just a few moments of mindful breathing. In any case, students need to be taught how to manage all their emotions, the good and the bad.
ReplyDeleteTeaching mindfulness helps students learn self-regulation and how to acknowledge feelings in an appropriate way. Like Nikki stated, students act out because they “don’t know how to act”. Sometimes students don’t know how to effectively communicate what they are feeling because no one has taught them before. Therefore we can teach mindfulness so students learn how to identify and acknowledge their emotions, but more importantly learn how to respond, not react. We can normalize emotions by intentionally incorporating emotion-based common language and mindfulness practices into our daily routines. It is important to normalize emotions so students feel comfortable and safe expressing all feelings.
ReplyDeleteEvery human has to deal with a long list of emotions daily. Acknowledgment of our thoughts and feelings in a calm manner allows us to navigate through life responding instead of reacting. Otherwise known as being mindful, teaching our students this allows our students to self regulate and understand WHAT they are feeling and how to go about responding to an event. Being aware that these emotions happen and the different outcomes of reacting and responding to an incident will create a culture of empathy in the classroom.
ReplyDeleteWe all have feelings - both good and bad. What’s important is how we deal with them. Students need to be taught how to recognize and communicate what they’re feeling. It can be scary when they don’t know how. They can act out or become withdrawn. We need to teach reacting vs responding. Teach them that we all have feelings and it’s ok to feel the way we feel. It’s normal human behavior. What kids need are ways to recognize their emotions, accept them, calm themselves for the mind and body health benefits, and decide their next move. Tools like PLAN and sharing circles and Calm Down jars help students to deal with their emotions. A healthy calm mind can learn better than a stressed mind. Validation of feelings by teachers and other students shows empathy. It lets a person know that it’s ok and there are ways to get through the stress. When students understand they aren’t the only one to have ever felt these feelings before and that there is hope and help, they will be that much stronger and healthier.
ReplyDeleteI agree that when we discuss our emotions as a group, we come to realize that we are not the only one who feels a certain way. It is a relief and validating.
DeleteWe can normalize emotions by talking about them as part of our class routines rather than in reaction to a specific incident. Some examples of this would be introducing the Calm Down Jar, explaining and posting the PLAN tool, and keeping a daily gratitude journal. If students feel safe discussing their emotions and learn how to respond rather than react, they will be better able to learn.
ReplyDeleteOne way of normalizing emotions is to recognize some of the reasons children may act out. Providing students with a safe space, helping students to understand what they are feeling, learning the language to use to express their feelings are important to acknowledge when teaching mindfulness. Starting with these basic premises and teaching students the difference between reacting and responding are conversations to have with our students. I agree that the PLAN strategy and the Calm Down Jars are positive ways to help students learn the benefits of mindfulness. I thought the author’s example of uncovering students’ values is something students can relate to and supports reflection and growth. I also agree it is important to practice normalizing emotions into our daily routines, instead of being reactive to an incident.
ReplyDeleteWe can normalize emotions by creating a safe environment where students feel they can express themselves. Starting the day with morning circles and modeling how its ok to have feelings and have discussions on ways to promote problem solving and empathizing. Teaching students to read their own bodies and becoming aware will help them to understand how to deal with their emotions.
ReplyDeleteCreating an environment where students can talk about their emotions and feel safe doing it is an important step. Peace circles are one place where this can be accomplished. The book mentions strategies that can help such as PLAN, the calm down jar and gratitude journals. The book states that restorative discipline and mindfulness go hand in hand. This is a keys step in developing empathy. This is one reason we should be doing this.
ReplyDeleteNormalizing emotions is a concept we have been doing for a long time through the PATHS program. Helping students understand that there are many emotions (some comfortable and others not) that everyone experiences at different times and in different situations helps them take ownership of their feelings begin to realize that what they are feeling - even if it may be uncomfortable - is okay and normal. I think for younger children this can help make overwhelming feelings less scary.
ReplyDeleteJust as Lisa said, we have been working on normalizing emotions for a long time as part of our PATHS program. Through PATHS we begin teaching students in kindergarten that there are different emotions, and that there is a name for each. We teach them to recognize the feelings in themselves and in others. We teach them that all feelings are okay and we begin to teach them strategies for verbalizing and coping with their feelings. Also, I think an important point in the book is to focus on the positive. We need to be more mindful of how often we give compliments and praise. As mentioned, daily gratitude journals can promote positive thinking.
ReplyDeleteWe can normalize emotions by continuing to use the tools and resources we have within the school building. SIIS, PATHS, LINKS, Boys Academy, among many other groups have strategies in place to help students learn how to self-regulate and become more aware of their emotions. Since most of these groups are targeted towards a specific group in the building, training students within these groups to spread the message to other students would be a start. The more students we have trained to normalize emotions, practice mindful breathing, and acknowledge "the good," the more positivity will spread and it will become more of the norm.
ReplyDeleteIn order to normalize emotions we need to recognize all emotions good and bad. Students need to know how to deal with their emotions and teaching Growth mindset with mentor texts and activities where students have the opportunity to work through different emotions is essential.Students need to feel safe within the school environment. School programs where students can learn and develop are necessary like PATHS, links etc...
ReplyDeleteWe have to let our students know that any emotion they may have is ok. So often, we are worried when we have negative feelings so students can sometimes stifle them only to have them erupt much worse later. Fighting emotions and feelings can be exhausting for a student and only makes them feel worse. Having conversations about why a student is feeling what they are feeling and telling them that it is ok to feel that way can be a great revelation for the student.
ReplyDeleteWe can normalize emotions by explicitly teaching how to identify specific emotions. We can then provide strategies on how to cope with them.Circle time is paramount to provide a safe environment where adult led activities that address social emotional goals can be implemented. Mindfulness is the basic human ability to be fully present, and aware of where you are and what you’re doing. Mindfulness helps students be in touch with their emotions and to except where they are and not to be overwhelmed in that moment.Teaching mindfulness using yoga has brought me much success in my classroom. In addition, I use the PATHS program each year to help students identify and understand emotions. Some students experience frustration because they were not able to express how they feel. The growth mindset can also be used directly to identify and normalize emotions and it allows the students the opportunity to categorize their feelings using the three zones.
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteWe can normalize emotions in many different ways. I believe we have a good start on this with work within our PATHS program, Sister to Sister, and with the peace circles and peer mediation already in place. I think the focus is to look to the positive and to be more mindful of how often we praise our students. Daily gratitude is a good way to promote positivity. All of these things help to normalize emotion by talking about them. Our primary classes have used paths and morning meeting and it is something the kids really enjoy.
ReplyDeleteIn my class we also keep a “goodness” chain. With a partner they share the pit and peak of their day and how they felt overall. Then they share out to the class something “good” or positive that happened. We create a chain link around the room. We do one each quarter and we work to have more as we progress through the year. We do it regularly at the end of the day but we also on occasion stop what we are doing to add something to the chain. The kids really enjoy focusing on the positive and it helps reduce the complaints among one another by redirecting their attention. It also reinforces their feelings and emotions because even if they were talking about the pit of their day, they feel heard and valued by discussing it with their share partner.
We all have emotions both good and bad. It strikes me how hard it is for students to see me sad in the classroom. They struggle and look uncomfortable, not knowing what to do. We need to normalize emotions and give students the language and tools to show, understand, and react to emotions. In our classroom we use yoga, the Calm App, and Mindfulness videos to help develop mind-body connection. We use peace circles to help normalize talking about our emotions. We model verbalizing our emotions to help students find the words/language to identify their emotions.
ReplyDeleteIt is important to do this because a student who can articulate and manage their emotions are more empathetic classroom community members.
There is so much power in being mindful. We live in such an instantaneous world that, often times, we don't slow down to be present and aware of how we are doing (and how that impacts ourselves and others). Much like emotional regulation, these skills need to be taught and coached. We have to teach them HOW to identify what they are feeling and how it can impact our lives. Then, we have to MODEL it.
ReplyDelete