|Feelings come and go like clouds in a windy sky. Conscious breathing is my anchor. --Thich Nhat Hanh|
How To Help Kids Listen to Their Minds--by Richard Schiffman, syndicated from smh.com.au, Sep 10, 2014
THERE are two jobs that have become a lot more difficult in recent years. One is being a teacher, which was never easy at the best of times. But in an age of virtually unlimited opportunities for distraction and shrinking attention spans, getting kids to focus on their schoolwork can be (with apologies to dentists) like pulling teeth.
I know: as a former school aide working with young children in inner-city schools, it was often all that I could manage just to break up fights and keep the decibel level below that of an international airport. Any learning that took place in such an environment was a small miracle.
The other job that has become harder nowadays, of course, is being a student. Believe me, I sympathise with their plight, too! Today's kids are weaned on electronic devices to move between one website, text message, or video game and the next at lightning speed. Where does a child learn how to direct their attention to just one maths problem or reading assignment when there are so many distractions a click away?
Yet recently I watched a movie that gave me hope. Room to Breathe by director Russell Long was filmed in a public school in San Francisco. The Marina Middle School with 900 students is one of the largest in the bay area, and it has the dubious distinction of having the highest suspension rate in the city.
We see why in the opening shots - pencil-throwing kids, schoolyard squabbles and frenetic hallways. Children fail, we are told by guidance counsellor Ling Busche, not because they are stupid, but because they are unable to focus: ''There is this sense of nonstop entertainment and whatever is happening in the lesson often becomes secondary.''
So it is surprising, given this chaotic atmosphere, that Mr Ehnle's home room has been chosen for an innovative new program in self-reflection called ''mindfulness''.
Actually mindfulness is not ''new'' at all. It originated more than 2000 years ago in the monasteries of south Asia. This form of bare-bones meditation, in which attention is focused on bodily sensations, is now being introduced to classrooms from San Francisco to Sydney and scores of other cities worldwide, less as a path towards enlightenment than a practical method to help kids settle down and learn.
The idea, according to Megan Cowan, the instructor from the group Mindful Schools who worked with Ehnle's class, is to give students ''tools and skills'' to tame the disorder within their own minds.
A tall order, as Cowan herself discovers when her efforts to get the kids to sit still and focus on their breath are greeted with wisecracks and expressions of boredom. She wants to move these disruptive ones out of the classroom for the duration of the mindfulness exercises, but the assistant principal reminds her that in public education nobody is excluded.
So Cowan soldiers on with the full class and, surprisingly, by the end of the film some of her ''toughest cases'' have come to value what these simple techniques offer them.
For example, Omar, whose older brother has been killed in gang violence, testifies that mindfulness has taught him to step back from potential fight situations without reacting. Jacqueline's mother says on camera that her daughter has become more respectful of others and now gets better grades. And Gerardo, an aspiring artist, says that mindfulness helps him to concentrate better when he paints and draws.
These modest ''success stories'' are backed up by a growing body of research.
In one of the largest studies to date, 2nd and 3rd graders attending an inner-city school experienced significant improvements in concentration, academic performance and social skills, which were sustained more than three months after the end of their mindfulness program.
Research has also shown that exercises such as listening to ambient sounds and focusing attention on breathing have a profound effect on human physiology, slowing respiration lowering blood pressure levels and reducing harmful levels of stress. The practice is not a panacea. Clearly lots of kids need more than a few quiet moments in their day to calm them down.
But for many who took part in the training at Marina Middle School it was a revelation. It showed the teens for the first time that they need not be puppets dangling on the strings of their own overactive minds. On the contrary, they can make choices about how to direct their thoughts and respond to their own emotions.
This is something that adults also need to learn. Mindfulness programs are increasingly being introduced into hospitals, drug treatment programs and even corporate boardrooms across the nation.
''Mindfulness does not make problems go away,'' says Megan Cowan. ''But the way that you are meeting your experiences changes to allow more lightness and happiness.''
And kids who are calm and happy are disproportionately the ones who succeed at school.
Let's hope that mindfulness training spreads to more of our nation's embattled schools, where teachers and students alike can use all the help they can get.
This article originally appeared in The Sun-Herald and is republished with permission. The author, Richard Schiffman, is a journalist, former educator and the author of two religious biographies.
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