Issue 48: Refocus with Mind Skills
Did you know?
Research shows the less teachers depend upon dominance, threats, and punishments to control their classrooms, the more positive are students’ attitudes and the higher their commitment to class work and their teachers (Lunenburg & Schmidt, 1989).
Research showsteachers encourage the development of a sense of community in their classrooms when they model interpersonal concern, nurture student autonomy and self-direction, encourage student thinking, and facilitate student collaboration (Kim, Solomon, & Roberts, 1995).
Research shows supportive, positive approaches are more effective in increasing learning and desirable behavior (Butland & Beebe, 1992; Wentzel, 1997).
"You don't have to get it perfect,
you just have to get it going.
"
– Mark Victor Hansen, co-author of Chicken Soup for the Soul
Performance Learning PLUS is a monthly e-newsletter by Performance Learning Systems (PLS), a comprehensive educational services company that has provided a full spectrum of programs, products, and consulting services to educators and business professionals since 1971.
It's December, which means your students are counting the days until winter break. They don't seem to be focusing on the content you're teaching. So how do you teach content during these weeks when they want to be home, and, even though you can't admit it, there may be times you do too? Teachers realize the big picture though. There is a test to give, content to teach, and a basic need to keep your students' minds on the material.
Mind Skills are techniques we can use to "re-mind" ourselves and our students how to take charge of our thinking and actions. Below are some Mind Skills to help your students focus during these days before winter break, and all year long for that matter.
TIPS: REFOCUS WITH MIND SKILLS
1. FOCUS/UNFOCUS
Have students put down their pencils, sit back, and relax. Tell them to pick any object in the room and focus on it for 10 seconds. Then instruct them to unfocus and let their minds wander for about 10 seconds.
Focus them on the object for 30 seconds, then unfocus and tell them to let their minds wander for 15 seconds.
Remind students that they each have the power to activate and deactivate their concentration. Then ask them to really focus in on your subject matter. When they do well, offer an opportunity for them to unfocus and let their minds wander.
(When instructed to focus, students of all ages may enjoy making two circles with their thumbs and forefingers as if their hands were binoculars. Or have them create telescopes by rolling construction paper into tube shapes, looking through them, and sharing the main idea or "focus" of today's discussion.)
2. THROW IT AWAY
Have students picture a troubling situation, such as the big exam coming up before winter break, or the fact they have to shovel snow over the winter break. Give each student a piece of scratch paper and instruct them to write the situation down.
Lead students to the waste basket in your room and have them to crumple up and throw the problem away, watching it disappear.
(Other idea: Have students blow up and release balloons for "Let it go." "Throw It Away" can be used all year to relieve tension and stress.)
3. SHAKE IT OFF
When students are really bouncing off the walls, they may benefit from shaking it off. Pass out three sticky notes to each student. Have them jot down one thing they are really excited about per sticky note, such as sledding, sleeping in, or not having to do homework.
Have students stick the notes to the back of their hands and shake their hands vigorously until the notes fall off. Once they've "shaken it off," hopefully they can concentrate on the subject matter again.
(This activity can also be used for worries, frustrations, and irritations.)
For additional ideas, see "Taking It Further."
Sources: The above Mind Skills are based on PLS's graduate course Successful Teaching for Acceptance of Responsibility®.
Reference:
Butland, M. J., & Beebe, S. A. (1992). Teacher immediacy and power in the classroom: The application of implicit communication theory. Paper presented at the annual meeting of the International Communication Association, Miami, FL. .
Kim, D., Solomon, D., & Roberts, W (1995). Classroom practices that enhance students' sense of community.. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.
Lunenburg, F. C. & Schmidt, L. J. (1989). Pupil control ideology, pupil control behavior and the quality of school life.. Journal of Research and Development in Education, 22 , 36-44.
Wentzel, K. R. (1997). Student motivation in middle school: The role of perceived pedagogical caring. . Journal of Educational Psychology, 89 , 411-419.
Taking it Further
Read an activity you can use in your classroom using another Mind Skill called the "BE"Choice Mind Skill.
The Be Choice ActivityFeatured Graduate Course
Successful Teaching for Acceptance of Responsibility®
Learn techniques to eliminate irresponsible student behavior. Create a classroom environment that invites and models self-responsibility. Apply strategies to increase your own sense of personal power.
Successful Teaching for Acceptance of Responsibility®
