ACTION @ RCHK
Some year levels have explicitly been exploring teaching PSE using a rotational model. The length of the rotations depends on the program; such as Friends & Second Steps programmes lasted 10 weeks whereas other sessions lasted 2 weeks. The groupings are across the year level and depend on student's emotional needs.
RCHK site to promote well-being
Evidence of well- being at RCHK
wellbeing_at_rchk_2014_-_2015.pdf | |
File Size: | 114 kb |
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Year 1 –
We pick 2 student photos out of the bag each Monday and we split into 2 groups - we then identify why we like these students (we look at a different Learner Profile or attitude when we do this also).
EA/T records what the students say. They take home their big poster. The kids love it!
Year 2 –
Students have taken action by bringing in their own cushions for mindful sessions (without being asked)
Photo below was the first student to bring a cushion and before I knew it most of the class brought their own pillows and cushions to school. Our classroom looked a bit like a centre for homeless for a few weeks.
Another thing the students did was to go home and make their own mind/snow shaker jars after we read the story “Moody Cow mediates”.
Parent email:
Student X used his mind jar two days in a row to manage a couple of incidents at home.
He was taking too long to work on a set of Chinese characters last Monday as he was getting distracted a lot. I had a talk with him about running out of time as he was also scheduled to do a sheet of math afterwards. I left him alone, then a short while after, he called out that he finished Chinese. We moved on to math and did more than what he was asked in a much shorter time! He pointed out that he got his mind jar out and it helped him focus.
Then yesterday, I had an argument with his brother. He came to my bedroom shaking his mind jar, showed it to me and said, "Ms. XXX said soon as the crayon shavings have settled, you'll calm down." There were other instances when it helped us before and it's great to know he still remembers to use what he's learned on mindfulness up to now.
Year 3 -
Responses from the Mindfulness Matters survey sent to parents:
"Mindfulness practice can help my child manage anger, fall sleep more easily, alleviate worry,generally become more patient,aware.more consentrated to reading and writing when they are asked by me in home. Thanks very much !this is a good way to release from nervous mood."
"Absolutely. I think my child has more positive thoughts now."
"Appears to be more focused and is far more attentive and amenable when completing home learning - on some occasions has completed home learning entirely of his own accord without any prompting to do so, and with very little guidance required."
"Much better at controlling his temper."
"She has a very good concept and she practice from time to time"
"She learned how to keep calm during dental visit."
"Yes, it has helped her to calm herself when she gets emotional."
Responses from Friends for life survey sent to parents:
"I will practise milkshake breathing all my life."
"I teach my family how to use breathing to relax."
"I learnt how to make a step plan and how to make more friends when I am in a new situation."
'When I am angry I will take a big deep breaths."
"I will keep thinking green thoughts.'
'When I am in a stressful situation I will concentrate on my breathing."
PE –
At the end of some of our P.E lesson we use these reflective questions as a class. Children are invited to share their responses, which I find generates meaningful discussion and children also realize they are not alone in their understanding, challenges faced, moments of pride etc. It also generates a lot of positive comments towards children who have been successful or tried really hard. Good for confidence and ones well being.
Music -
In all Year 2 classes I have been using a movement and a review of the meditation they did earlier in the year to maintain focus during the 1-hour long classes, which are a bit of a stretch for such young ones.
Year 6
Responses from the Mindfulness Matters survey sent to parents
It's difficult to say, but they seem to be more aware of the influence of positive thinking. This is a very good programme and I strongly support its continuation.
Given him some strategies to manage his emotions.
I think it is good to teach children to be aware of their feelings and strategies to make you feel better if you are down etc but our daughter told us that she found the mindfulness sessions rather boring at times. I'm sure that she got some good thoughts from them though.
It made my daughter calm when she was nervous or scared.
It has helped her in improving concentration, stamina, flexibility and balancing skills.
no
Not sure - has not exhibited mindfulness practices at home
Yes, it has relieved stress level to an extent.
Not obvious
I don't see much evidence of that it has though she claims that it has.
yes, helps them to relax and they feel recharged
No
No
LUNCHTIME MEDITATION offered to yr 6 students and staff
Dear All,
Meditation will be on tomorrow at 12.10pm.
If you feel a space to pause, take some breaths and reset come join us!
Ms Martin
Year 4
We pick 2 student photos out of the bag each Monday and we split into 2 groups - we then identify why we like these students (we look at a different Learner Profile or attitude when we do this also).
EA/T records what the students say. They take home their big poster. The kids love it!
Year 2 –
Students have taken action by bringing in their own cushions for mindful sessions (without being asked)
Photo below was the first student to bring a cushion and before I knew it most of the class brought their own pillows and cushions to school. Our classroom looked a bit like a centre for homeless for a few weeks.
Another thing the students did was to go home and make their own mind/snow shaker jars after we read the story “Moody Cow mediates”.
Parent email:
Student X used his mind jar two days in a row to manage a couple of incidents at home.
He was taking too long to work on a set of Chinese characters last Monday as he was getting distracted a lot. I had a talk with him about running out of time as he was also scheduled to do a sheet of math afterwards. I left him alone, then a short while after, he called out that he finished Chinese. We moved on to math and did more than what he was asked in a much shorter time! He pointed out that he got his mind jar out and it helped him focus.
Then yesterday, I had an argument with his brother. He came to my bedroom shaking his mind jar, showed it to me and said, "Ms. XXX said soon as the crayon shavings have settled, you'll calm down." There were other instances when it helped us before and it's great to know he still remembers to use what he's learned on mindfulness up to now.
Year 3 -
Responses from the Mindfulness Matters survey sent to parents:
"Mindfulness practice can help my child manage anger, fall sleep more easily, alleviate worry,generally become more patient,aware.more consentrated to reading and writing when they are asked by me in home. Thanks very much !this is a good way to release from nervous mood."
"Absolutely. I think my child has more positive thoughts now."
"Appears to be more focused and is far more attentive and amenable when completing home learning - on some occasions has completed home learning entirely of his own accord without any prompting to do so, and with very little guidance required."
"Much better at controlling his temper."
"She has a very good concept and she practice from time to time"
"She learned how to keep calm during dental visit."
"Yes, it has helped her to calm herself when she gets emotional."
Responses from Friends for life survey sent to parents:
"I will practise milkshake breathing all my life."
"I teach my family how to use breathing to relax."
"I learnt how to make a step plan and how to make more friends when I am in a new situation."
'When I am angry I will take a big deep breaths."
"I will keep thinking green thoughts.'
'When I am in a stressful situation I will concentrate on my breathing."
PE –
At the end of some of our P.E lesson we use these reflective questions as a class. Children are invited to share their responses, which I find generates meaningful discussion and children also realize they are not alone in their understanding, challenges faced, moments of pride etc. It also generates a lot of positive comments towards children who have been successful or tried really hard. Good for confidence and ones well being.
Music -
In all Year 2 classes I have been using a movement and a review of the meditation they did earlier in the year to maintain focus during the 1-hour long classes, which are a bit of a stretch for such young ones.
Year 6
Responses from the Mindfulness Matters survey sent to parents
It's difficult to say, but they seem to be more aware of the influence of positive thinking. This is a very good programme and I strongly support its continuation.
Given him some strategies to manage his emotions.
I think it is good to teach children to be aware of their feelings and strategies to make you feel better if you are down etc but our daughter told us that she found the mindfulness sessions rather boring at times. I'm sure that she got some good thoughts from them though.
It made my daughter calm when she was nervous or scared.
It has helped her in improving concentration, stamina, flexibility and balancing skills.
no
Not sure - has not exhibited mindfulness practices at home
Yes, it has relieved stress level to an extent.
Not obvious
I don't see much evidence of that it has though she claims that it has.
yes, helps them to relax and they feel recharged
No
No
LUNCHTIME MEDITATION offered to yr 6 students and staff
Dear All,
Meditation will be on tomorrow at 12.10pm.
If you feel a space to pause, take some breaths and reset come join us!
Ms Martin
Year 4
Year 4 work sample | |
File Size: | 74 kb |
File Type: |
Art -
I have been doing 5 minutes of mindful drawing at the beginning of art lessons for the last month now with all the year 6 clases and wanted to share with you the 2 rechniques the students know.
1. blind contour drawing
2. zendoodles
I have been doing 5 minutes of mindful drawing at the beginning of art lessons for the last month now with all the year 6 clases and wanted to share with you the 2 rechniques the students know.
1. blind contour drawing
2. zendoodles
This conference is held yearly in different parts of Australia; with guest speakers addressing various issues connected to mental health and wellbeing. Attend keynote talks ranging from classroom humour to engaging students. Choose from twenty sessions in five parallel streams including a living library of positive education and the power of rhythm with Drumbeat. Immerse yourself in a Master Class, which lifts us ‘out of our minds’ into a ‘Body of Evidence’ for health, wellbeing and effective education. - Awesome conference with many valuable takeaways. Please see the takeaway notes from our colleagues we attend this year.
positive_schools.pdf | |
File Size: | 764 kb |
File Type: |