For the past decade, mindfulness has become a prominent tool used to enhance the education experience.
But this quiet revolution in the way we teach and how we educate children on how to treat themselves (and one another) better has only just begun.
Now, it’s inspiring others to find new and creative ways to teach mindfulness and its related qualities.
In fact, one Toronto instructor is using music to help students learn qualities such as mindfulness, kindness, and teamwork in a fresh new way.
It might not be the first thing you think about when you imagine mindfulness in the classroom, but one Toronto instructor is using music to teach mindfulness– and to great results.
Clinton Ackerman, a graduate student working on his music and social work master’s degree, started a musical improvisation class at Saskatchewan’s Glen Elm school for his thesis one year ago, as first reported by Toronto publication The Province.
“We’re turn-taking, without conflict,” says Frei, a Glen Elm teacher who collaborated with Ackerman to offer the class to his students. “We’re patient; we’re mindful listeners, right? We can build off each other, which means you have to be mindful of what the person next to you is playing. It’s all intertwined into everything Clinton planned for us here.”
Ackerman’s project, which was originally intended to last only 5 weeks, is designed to teach students about soundscapes while also instilling skills and qualities such as mindfulness, kindness, teamwork, and decision-making.
Ackerman’s twice-weekly class starts and ends with each student taking part in a short meditation session.
Ackerman says mindfulness “has really been a great tool for us to just stop what we’re doing, get in the zone, prepare ourselves for what’s about to come.”
Next, they work on practicing to identify rhythm, pitch, and learning how to play together.
“But then because it’s co-operative and it’s creative, there’s a whole other wealth of skills that they’re working on as well,” says Ackerman, such as conflict-resolution, decision-making, and patience.
“As teachers and instructors, we try to teach to our students’ interest,” said Frei on how the duo approaches what material for students to work on.
Ackerman and Frei have students work to create soundscapes that match situations they can relate to, such as scenes from a video game and their favorite films.
“If we can create a connection, help them get in touch with that, and use that to help them regulate, to help them make positive decisions… it’s going to benefit them.”
Though the class began small, the program continues to grow well past its original 5-week timeline. One year later, the class is going strong thanks to a Saskatchewan Arts Board grant.
“What’s really cool is to kind of see their growth even from last year to this year. It’s night and day,” said Frei on seeing students develop through the project.
“It’s been a huge difference,” remarked Ackerman.
But this is just the beginning of what music and mindfulness may be able to contribute to another.
A meta-analysis of all known studies on mindfulness and music found several promising leads.
The study uncovered that music may be able to enhance our ability to enter a mindful state, for the purpose of practicing and developing the quality. Something Ackerman’s project supports.
Not only that, music and mindfulness together have shown to be a promising new pair in therapeutic practices used in conjunction with clinical treatments for several conditions.
“Meditation calms me down and stuff.”
– 4th-grade girl, Holistic Me program
Is meditation more effective than detention?
That’s the question now posed to schools all across the U.S. as a result of the work by the Holistic Life Foundation.
In 2001, brothers Ali and Atman Smith, along with friend Andres Gonzalez, returned home from college to start the foundation, an after-school program founded with the purpose of bringing the benefits of yoga and mindfulness to their Baltimore, Maryland neighborhood.
But what started as a small after-school program with 20 boys from local Baltimore grade schools (mistaken in the beginning by much of the neighborhood as a gang startup) has now blossomed into a national movement.
And it’s made parents and educators everywhere question the value of traditional disciplinary measures along with the power of mindfulness as a potential replacement.
Founded as the Holistic Life Foundation’s flagship program in 2002, Holistic Me is an after-school program designed to teach yoga, mindfulness, and related meditation and breathing techniques to Baltimore’s youth.
Since beginning at Baltimore’s Windsor Hill Elementary seventeen years ago, the program has expanded far beyond Baltimore, now serving surrounding Maryland communities in:
Arguably the most remarkable result of the Holistic Me program has been the transformation in student behavior.
With some success from the program under its belt, Robert W Coleman Elementary School decided to create a ‘Mindful Moment Room’ where students would be instructed to practice mindful breathing during the duration of their stay in the room, as opposed to traditional detention.
The results have been nothing less than extraordinary, with the school’s Mindful Moment Room in combination with the Holistic Me program itself resulting in 0 suspensions to date since it began.
The remarkable story of student transformation through the Holistic Life Foundation at Robert W Coleman Elementary School is incredible in itself.
However, the benefit of mindfulness in the classroom is well-documented.
Studies on mindfulness in the classroom have shown that regular practice helps improve student focus, improve emotion regulation, and reduce stress levels among other benefits.
But that’s just the beginning. Studies have also shown that teachers receive similar benefits when they adopt the practice themselves, such as reduced stress, reduced chance of burnout, and greater efficacy.
So, should mindfulness replace detention? Should schools everywhere have their own Mindful Moment Room?
That’s a question that educators need to answer for themselves.
The topic of mindfulness at school, from questions to how it’s implemented to the way it’s taught, are still in question.
But there’s no mistake that mindfulness and similar meditative practices are of huge benefit to both students and educators– and the sky is the limit for programs like Holistic Me.
“When I first started I was kinda bad… now the breathing has calmed me down.”
– 7th-grade boy, Holistic Me program
Our very own Robert Plotkin, Mindfulness for Technology founder, was recently featured on the Association for Applied Therapeutic Humor’s (AATH) Laughbox podcast.
Listen as Robert talks with host Chip Lutz about how technology affects our brain and how to integrate that technology into your mindfulness practice.
In an effort to share a range of perspectives on the meaning of mindfulness and to facilitate a discussion about this important topic, we are posting a series of short essays by different contributors on “What Mindfulness Means to Me.” Below is a blog post by Trish Weinmann.
In an effort to share a range of perspectives on the meaning of mindfulness and to facilitate a discussion about this important topic, we are posting a series of short essays by different contributors on “What Mindfulness Means to Me.” Below is a poem by Elizabeth Wood expressing what mindfulness means to her.
I started using an electric toothbrush about a year ago after scoffing at them for many years. Now I love it. What I didn’t expect was that it would both provide some good mindfulness training and also encourage mindlessness. Let me explain.
By Sang H. Kim
If Buddha had a smartphone ringing during meditation,
chances are, he would compassionately answer it, sit centered meditating undisturbed, or just turn it off. I imagine that whatever he did, he would do it mindfully.
About twenty years ago, when I was a junior associate at a Boston law firm, a more senior lawyer told me about a lawyer he had known who had practiced law until the 1950s. This lawyer insisted on: