About Calm Breathing...
I polled my class after about 4 months of doing the calm breathing, then again about 3 months after that. 15 out of 21 kids said they felt they got value from it after 4 months. After an additional 3 months, 18 out of 21 said they got value from it. I believe I observed them all get some value from it- sometimes in different amounts, on different days, but I watched each child become more self-controlled during this exercise, and more self-regulated after it.
Some of their comments were related to feeling hyper before, and relaxed afterwards; tired before, but calm and with more energy after; worried and/or sick before, and calm and not worried after; and not focused before, but more focused after. The general consensus was that it made them all feel more calm and relaxed, but with some energy and focus. As teachers and parents, we know that kids learn best when they feel calm, relaxed, and alert- so this investment in calm breathing can only benefit learning.
I polled my class after about 4 months of doing the calm breathing, then again about 3 months after that. 15 out of 21 kids said they felt they got value from it after 4 months. After an additional 3 months, 18 out of 21 said they got value from it. I believe I observed them all get some value from it- sometimes in different amounts, on different days, but I watched each child become more self-controlled during this exercise, and more self-regulated after it.
Some of their comments were related to feeling hyper before, and relaxed afterwards; tired before, but calm and with more energy after; worried and/or sick before, and calm and not worried after; and not focused before, but more focused after. The general consensus was that it made them all feel more calm and relaxed, but with some energy and focus. As teachers and parents, we know that kids learn best when they feel calm, relaxed, and alert- so this investment in calm breathing can only benefit learning.
About Check-in...
As I did with the calm breathing, I polled my class about our check-in activity as well. After the initial 4 months, 18 out of the 21 said they got value from it; after the additional 3 months, all 21 of my students felt they got value from our morning check-in. It was working- I knew it, and so did they!
Their comments and feelings about check-in were very powerful. It was really important to all of them that they were able to let someone, or everyone, know how they were feeling, and that they could share the feelings that were inside in a safe place without judgment. They liked the idea they they could get help and understanding. Some liked that they could talk about things they were upset about and didn't have to keep them inside all day; or share a worry and not feel like they had to carry it alone. Others liked being able to hear how others were feeling, and make their own connections to that, and it made them feel more connected to one another. They also liked being able to know that as the teacher, I would know how they felt- whether it was tired, sad, happy, sick, or hungry. They all liked having a voice and feeling like they were being heard. Each of them benefitted.
What Do You Think?
As I did with the calm breathing, I polled my class about our check-in activity as well. After the initial 4 months, 18 out of the 21 said they got value from it; after the additional 3 months, all 21 of my students felt they got value from our morning check-in. It was working- I knew it, and so did they!
Their comments and feelings about check-in were very powerful. It was really important to all of them that they were able to let someone, or everyone, know how they were feeling, and that they could share the feelings that were inside in a safe place without judgment. They liked the idea they they could get help and understanding. Some liked that they could talk about things they were upset about and didn't have to keep them inside all day; or share a worry and not feel like they had to carry it alone. Others liked being able to hear how others were feeling, and make their own connections to that, and it made them feel more connected to one another. They also liked being able to know that as the teacher, I would know how they felt- whether it was tired, sad, happy, sick, or hungry. They all liked having a voice and feeling like they were being heard. Each of them benefitted.
What Do You Think?
Are you a student who has practiced calm breathing and/or participated in an activity like a morning check-in (or morning meeting, circle time, etc.) with your class? Please share your feedback here, and if you would like to contribute to the site, go to the "Your Ideas & Stories" page!