TL;DR:
- Introducing mindfulness in the classroom can transform student behavior and teacher-student relationships.
- Focusing on social and emotional learning helps students manage their emotions and improves classroom climate.
- Teachers should prioritize self-care and continuously seek new strategies to enhance the learning environment.
Picture this. You are incredibly excited to share an activity you think your students are going to love, only to get discouraged two minutes later as students enter your classroom dysregulated—shouting, “one-upping” each other, not prepared, on their phones, and honestly just rude. Kind of difficult to continue that excitement, huh? Especially if that continued hour after hour, day after day. You are exhausted.
The Challenge
So here’s the thing. Never have I ever had a group of seventh graders who challenged me as much as this class. At the beginning of the year, I noticed my usual routines were not quite working. Collectively, they needed more explicit instruction on things I thought they should know how to do. On more than one occasion, I observed students get into petty arguments over the littlest things, taking them away from their learning. In addition, I was depleted at the end of each day as I tried to navigate these adolescents.
I found myself impatient and lecturing students on their behavior more often than I would like. We were all suffering from this unpleasant climate in the classroom which prevented us from moving forward. I was getting nowhere with this group. Even if I focused on students who were doing the right thing, it wasn’t enough.
The Realization
Maybe you have experienced something similar. You’ve tried everything to reach certain kids and nothing works. Experts will always say it starts with relationships. And I agree. It’s just that the majority of these students are so incredibly guarded and the walls they’ve built are so incredibly high, that it seems impossible to connect.
Something was missing. I knew I had to change things, or we would all be miserable. When I reflected on the biggest problem, it was when students came into my room from passing period. They were all kinds of high energy. Now don’t get me wrong, I expect this as a middle school teacher, but this was a different level. Things they were saying or gossiping about were not kind. The transition to my class was suffering as a result. I considered what helped me calm down. It was then I decided I would incorporate mindfulness into my classroom daily.
I encourage you to try something new. I can not emphasize enough what a difference this has made in my classroom and the relationships I’ve built. Click To TweetThe funny thing is, I have Trauma-Informed training, taken many classes on social-emotional learning, and was part of a Restorative Practices Leadership Team for years. But I was making one mistake. I was keeping these things isolated and situational. For one, I wasn’t carrying these practices into my classroom. And secondly, I was losing sight of my own self-care.
The Solution
First, I needed to spend time on my own mental health to be sure I was in the right headspace to help others. I began taking yoga classes at a nearby studio, which changed everything. I signed up for an Intro to Mindfulness and Meditation class with Danny Bauer. After listening to the Aspire to Lead Podcast one morning, I began studying Charle Peck‘s work on School Mental Health. Through my understanding, open-mindedness, and continuation of my own practice, it was clear what my next step in the classroom would be.
In my next month of lesson plans, I took a step away from my curriculum to focus on social and emotional learning. I incorporated a mini-unit with vocabulary and poetry to offer opportunities for creative writing, acting, and coloring. I opened each lesson with a video on a mindfulness strategy for us to put into practice. Eventually, we began learning how our brain works and why we maybe don’t make the best decisions as adolescents. Mostly, I want students to experience how they feel after they are regulated and to have empathy for one another. You know? Being good humans.
I noticed that once we started acknowledging our feelings and understanding that all feelings are okay, it’s how we respond when we are dysregulated that matters. Students began to carry themselves differently. I now observe students telling one another to “just breathe” and “walk away” or “take a break,” which are all strategies we discuss and practice. Spending time each day at the beginning of the class period enables students to refocus and transition in a much calmer way. We are back into our units of study after our little pause, but I am being intentional about incorporating mindfulness practices regularly.
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The Outcome
Currently, I am wrapping up the school year with a Legacy Project I’ve designed with my instructional coach. Students will think about how they want to be remembered after they leave middle school. In other words, what do they want to be known for? They are creating vision boards, writing, and reflecting.
Here’s the thing. Teachers don’t give up. We figure it out, reflect, and find a different way. Maybe you needed to hear this today. Perhaps you’re having a rough year too. I encourage you to try something new. I can not emphasize enough what a difference this has made in my classroom and the relationships I’ve built as a result. Teach Better has a variety of resources to assist you.
Now. Picture this. You have a fun activity to share with your students and when they walk in, you feel elated to see them. They greet you and follow directions from the routines you’ve practiced. Students are ready to begin as you collectively take a deep breath in and exhale letting everything go. You notice students relaxing, smiling, and ready to learn. The room is quiet. Peaceful. You can’t wait to share the next 45 minutes with these fabulous students you are so thankful to have in your presence.
About Janel Sebeny
Janel Sebeny is a middle school Language Arts teacher in Normal, Illinois. Janel holds a Master’s in Reading from Illinois State University and is the Past President of Illinois Reading Council. She serves as the PBIS Tier 1 Coach, Language Arts Middle School District Chair, and teacher liaison for Beyond the Books Educational Foundation. She has a passion for literacy and lifelong learning.
Janel is not only reflective in her practice, but also the first to share with others what she learns. In fact, she recently received an Illinois State Board of Education 2023 Those Who Excel Award. While she is not creating engaging and relevant lessons for her middles, she is spending time with family and friends. Janel resides with her husband and three children in Bloomington, Illinois.
