Positivism & Resilience Improve Classroom Culture Mindfulness Practice Positivism & Resilience

Well Being Mental Physical In & Out of School

Life Circumstances Negative Positive Narrow or Broaden

Mindfulness Practice Negativism Develop Habits Limit and Close

Mindfulness Practice Positivism Develop Habits Broaden and Build

Mindfulness Practice Positivism Resilience Skills to Develop

Positive Emotions Mindset Broaden Build Inward & Outward

Positive Emotions Inward & Outward Open Social bonds Play and Creative Exploration Enjoy beauty of life Inward & Outward

How do we Get Positive? Mindfulness Practice

Non-Judging Awareness Mindfulness Practice Be in the Present Non-Judging Awareness

Mindfulness Practice

Mindfulness Practice What do we do? Focusing on the breath Being in the present moment Not thinking of the past (can’t change it) Not worrying about the future (avoid stress and anxiety) Awareness (of what comes up) Not judging (no preferences) Accepting (self) Allowing the mind to rest

Mindfulness Practice Where? Quiet (same) place

Mindfulness Practice How often? Everyday

Mindfulness Practice How long? 60 min (30/30)

Research-Based Result of Mindfulness Mindfulness Practice Research-Based Result of Mindfulness Accept self Open to changes Accept others Positive attitude + Resilience Kindness Patience Increased attention Less reactive Happiness

Benefits of Mindfulness Positive Resilient Open (Self/Others) Happy Health (mental/physical You are not your thoughts

Mindfulness Practice In the Classroom Time out for mindfulness Music Guided Reflect on feelings Journal and/or class discussions In the Classroom

Classroom Practice Mindfulness & Positivism Be an Example to Students Open to others Kind instructions Don’t enforce preferences Provide choices Mindfulness & Positivism

Classroom Culture Communication Practice patience Practice Kindness With self and others Practice patience Practice Kindness

Classroom Culture How to develop habits? Charles Duhigg, a reporter for The New York Times and author of The Power of Habit, a book about the science of habit formation in our lives, companies and societies.

Classroom Culture Keystone Habits

What are keystone habits? Change one Others change Start walking Eat healthier Pay attention

References Albrecht, N., Albrecht, P., & Cohen, M. (2012). Mindfully teaching in the classroom: A literature review. Australian Journal of Teacher Education, 37(12), 1-14. Retrieved from http://researchbank.rmit.edu.au/view/rmit:18519/n2006039370.pdf Bluth, K., & Eisenlohr-Moul, T. A. (2017). Response to a mindful self-compassion intervention in teens: A within-person association of mindfulness, self-compassion, and emotional well-being outcomes. Journal of Adolescence, 57, 108-118. Retrieved from https://depts.washington.edu/ccfwb/sites/default/files/Bluth%20%26%20Eisenlohr-Moul%202017.pdf

References Burke, C. A. (2010). Mindfulness-based approaches with children and adolescents: A preliminary review of current research in an emergent field. Journal of child and family studies, 19(2), 133-144. Retrieved from http://www.mindfulschools.org/pdf/burke-child-adol.pdf Davidson, R. J., & Begley, S. (2012). The emotional life of your brain: How its unique patterns affect the way you think, feel, and live--and how you can change them. New York: Hudson Street Press. Duhigg, C. (2014). The power of Habit: What we do in live and business. New York: Random House.

References Fredrickson, B. L. (2004). The broaden-and-build theory of positive emotions. Philosophical Transactions of the Royal Society B: Biological Sciences, 359(1449), 1367–1378. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1693418/pdf/15347528.pdf Reuben, R. C. (2011). Bringing Mindfulness into the Classroom: A Personal Journey. J. Legal Educ., 61, 674. Retrieved from http://jle.aals.org/cgi/viewcontent.cgi?article=1195&context=home Saltzman, A. (2016). A still quiet place for teens: A mindfulness workbook to ease stress & difficult emotions. Oakland: New Harbinger Publications.