The Mindful P4C Mish Mash - Owning Mindfulness in the classroom

When I was first introduced to Mindfulness a few years ago the 'permission' and support in creating a time and space to teach my children these very important 'soft skills' was both freeing and mind-blowing. I owe a lot to an incredibly understanding and empowering principal and the school's health mentor for the opportunities provided to develop this journey of mindfulness.

I must say that I was more than a little put out when 'mindfulness' became the new fad and 'in' word around schools. It's popularity seemed to cheapen the progress, social development and self-management skills which the children developed through the 'Mindfulness in Schools Program'. And, as the years ticked past, making time for specifically teaching mindfulness became less prioritized. It was not until earlier this term when I had the opportunity to attend the Gifted and Talented Symposium that it came once again to the forefront of my philosophy.

One of the workshops I attended at the Symposium was called 'Philosophy for Children' (P4C). It was structured around oral language etiquette and the articulation of ideas. Afterwards I dived into the great world of Google to find out more.

Here's how P4CNZ defines itself...

'Whether it is truth or beauty, friendship or fairness, what’s right or what’s real, philosophy deals with so many things that children love to discuss. Set these ideas and concerns in stories and novels written for children. Add to this the procedures of classroom inquiry based upon the philosophical tools of reasoning and imaginative exploration. Top it off with a teacher whose role is to develop and challenge the students thinking. This is the starting point for philosophy for children.'

Some interesting avenues to explore:

What excited me was how much of this we as teachers already  used in one way or another this structure in school. It was just more fine-tuned and so closely linked to the Curriculum's Key Competencies not to mention the oral language, confidence and respect it was reinforcing everyday.
Look! Here is an example of P4C with three year olds! ( Three year olds!)

http://www.p4c.org.nz/

http://www.philosophy4children.co.uk/home/p4c/

http://www.thephilosophyman.com/about-p4c

So, in getting back to the classroom what did this all mean to my mindfulness journey and how was I going to use these new epiphanies with the class.

I began by creating a structured 'Circle Time' every morning. This began with the children sharing their news around the circle. It was predictable. They could 'pass' if they wanted to and zone out (often). They knew when their turn was coming, how long they had to wait and whether or not they had time to get their news together.
I gradually began to change this by adding in a hug circle to our circle time. Two children would hug each other and then turn to 'pass' it along to the person on the other side of them.
More changes were added.
Children needed to say good morning to the class even if they didn't have news. Children needed to stand up and speak. A ball was added. Children had to think about who to pass it to. A turn was no longer predictable.
There were tears, embarrassment, impatience, and plenty more struggles.

But how does my mindful classroom look like now?

This morning after the roll all the children scoot up and tuck themsleves in close to my feet. We watch a video on my laptop which I discovered on facebook the night before. It is about a little girl, who while eating dinner in a cafe notices a homeless man outside and gives her dinner to him.

The children then wiggle themselves backward into the circle. "Thinking time!" I call. " What was happening in the video? What did the little girl do?...and why?"
Immediately hands start popping up or waving around by knees. ( We are still working on indicating with our hand on our knees rather than by waving it around in the air.) I roll our little globe ball to a child. Children indicate when they have something they want to say and can agree with others or disagree. They can speak as many times as they want. They all listen as one child is speaking. They are free to share their own childlike ideas without the interruption of an adult trying to form or change their thinking. They think about and process what other children are saying. If someone passes the ball to them and they don't have anything to add they simply smile, say 'good morning' and pass it on.
I indicate for the ball and lean the topic towards 'What does it mean to be homeless.' The children relate this to homeless people they have seen and take the conversation of their own accord as to why someone might become homeless. To wrap up I ask the children to think about some of the things that they are grateful for and we finish by listening to our mindfulness bell and as the sound finishes children pop their hands on their shoulders to share some of the things they are grateful for.

 

Some of the things I have noticed:

-Children are more aware and interested in what each other is saying.

-It is valid and relevant to them.

-They are safe and do not see the others in the classroom as a threat.

-Participation is for all children (Two boys in my class who are on the spectrum have grown in confidence, joy and participation in engaging and relating to the children in the classroom at this time.)

-self-management and calm has blossomed

-anxiety has lessened

... and what excites me the most is that the children are listening. Really listening. Listening to each other and listening to themselves, processing their ideas, thinking, noticing and respecting each other.

It is a wholesome place to be and it is the favourite part of my day!