Are you interested in incorporating mindfulness into your daily instruction with students.. but you’re not sure where to start?
At 1000 Petals, we always begin with our Hoberman Sphere, teaching students to breathe mindfully.
Here is a step by step guide about implementing (and growing) a student led breathing routine.
Step 1- Teacher Models
To begin, start by modeling breathing with the Hoberman Sphere. Inhale open, exhale close, One. Inhale open, exhale close, Two. 5-10 breaths is what is needed to transition from the sympathetic nervous system to the parasympathetic nervous system.
Step 2- Student Leaders
Then, a student steps into the role of the breathing leader and manipulates the sphere. Shortly thereafter, another student became the “counter”. The counter chooses the number of breaths (between 5-10) and also keeps count while the leader uses the sphere.
Step 3- The Chime
Next, we introduce the chime. A student rings the chime to begin the breathing routine. It takes about 20 seconds for the ring to stop, so it is a good way to settle into our bodies before the breathing ball begins.
Step 4- Glitter Jar
A great option to add in is the glitter jar. It serves as a metaphor for the body (or even for the classroom) when things are crazy, confusing and tense. A student made the observation of, “When you stop shaking the jar, its like ringing the chime! So, can I shake the jar before the chime ringer does her job?” The glitter jar serves as an extra visual (and leadership opportunity).
Step 5- Compliments
As it happens mid year, many of our routines were needing a pick me up! That is when I introduced compliments. After the breathing routine, the class would offer a compliment for each leader. It not only served as a bucket filler, but also a good reminder of our purpose. Compliments like, “You spoke with a firm but calming voice” and “You stayed grounded the entire time” made all of us smile!
But… then one day a breathing leader said, “You know, we all get compliments, but what about the rest of the class? Can I give them a compliment?” Sure. So, after the leader received a compliment they turned around and gave a compliment to someone else! (incase you are keeping score, that is eight compliments)
Step 6- Intentions
Whew. But there’s more. Recently a student said, “I would like to give an intention to the class after we breathe. Something that they can think about.” Sure! Most students use our intention wall as inspiration, but some have been creating their own lately. See this post for more information on my wall and this post for more information on writing an intention.
So, in total… that is five breathing leaders. Remember though, this routine developed organically, mostly driven by the students, and started with me simply taking five breaths with the Hoberman Sphere. So, where do you start? Five belly breaths with the Hoberman Sphere.
So, why did it grow? It grew because the students see value in the practice. They see value in taking two minutes for breathing. They see value in being involved in the community. They see value is being a leader.
The reason that this works is two fold.
It is a daily routine. It happens every. single. day. It is a gift we give our students. It is time to slow down and feel the effects of breath.
Second, it serves as a “as needed” intervention. The students will say, “We need to breathe” and request the routine. Think, after an assembly. Before a test. In the middle of a big project.
Want to see the routine in action? Watch this video for an example of what the routine looks like in a real classroom. It is 2 minutes and 22 seconds. It is about 1 minute of breathing and about 1 minute of compliments. This video was taken at the end of morning meeting right before physical education. The students were going to start roller blading… a very exciting time for our school! I was amazed that the nervous, excited energy from minutes before completely changed with the muscle memory of this routine. Note: One of my favorite parts of the video you can’t really hear. The compliment for the affirmation, “I trust myself” is, “I like how you chose ‘I trust myself’ because we are going rollerblading and it takes some balance and trust to do that”.
Have you used a breathing routine? How have your students responded? Leave a comment!