Reflection on Mindfulness and SEL Tools
Students will be able to identify tools they have learned in the school year connected to mindfulness and social emotional learning.
- Bring students together in a circle, seated or standing.
- Explain that they will participate in an activity called "magic carpet" where they will use mindfulness and each other to overcome a challenge.
- Split the class into two groups of students.
- Show them the two blankets you have for them to stand on.
- Place the blankets on the floor.
- Ask each group to stand on their blanket.
- Explain that they are now standing on a magic carpet.
- Ask them to close their eyes and to take a few deep breaths.
- Ask them to imagine all the past year and all that they have learned about mindfulness, using the peace corner, practising random acts of kindness, learning about community and how we rely on each other, etc.
- Explain that they will now use these magical tools for this challenge.
- Ask them to take a few deep breaths and to open their eyes if they are closed.
- Explain their goal is to flip the carpet over. Be sure to model what is meant by flipping the carpet over by showing students what you mean but stress that their goal is to be standing on the opposite side and to flip it over using tools of mindfulness, communication, and community. Emphasize that everyone has to stay on the blanket as they flip and can not step off, or they have to start over again.
- Ask if any one has any questions.
- Explain that they will have five minutes to complete this challenge, and you will give them a one minute warning and then ring a bell at the end.
- Have them begin.
- Give them a warning when there is only one minute left, and ring a bell at the end of the five minutes.
- Go to each group to see how far they were able to flip the blanket or if they were able to flip the blanket over entirely.
- Ask, "What was it like for you to complete this activity? Was it challenging? Easy? What would you do differently next time?"
- Ask, "What did you have to do to work together to complete this challenge? How did you use mindfulness? How did you support each other?"
- Optional: Give students another chance to complete the activity using what they have learned.
Explicit Instruction/Teacher modeling(15 minutes)
- Explain that today students will have time to reflect on what they have learned throughout the year connected to mindfulness, community, respect, and helping others in need.
- Explain that you will play a song and everyone will form a circle.
- Play the "Community Song."
- Ask students to form a circle and hold hands.
- Move students inside the circle and then outside a few times, holding hands to the song.
- Ask, "What is one word related to mindfulness and community that stands out for you from the song?"
- Ask, "How does it feel to be in a community? To help others?"
- Ask, "How has mindfulness helped you? How will you use it in the future or in the next grade?"
Guided practise(10 minutes)
- Explain that that mindfulness and caring for others in the community are tools that we may use in the future or in any given moment.
- Review and model the following activity:
- Choose a colour of air dry clay, taking a few handfuls.
- Choose a clay tool to mold your clay around.
- Shape and place your clay on top of the clay tool and shape it like the tool.
- Let your clay dry.
- Peel your dried clay off of the paper to see your finished tool!
- Write one word in crayon or marker on each tool that reminds you of the tools of mindfulness and community.
- Show the class your completed model tool.
- Write down the words on the board that they may write on each tool: love, kindness, mindfulness, helping others, listening.
- Ask students if they would like to add to the list of words.
- Explain that at the end of the lesson, students will share their tools with the class.
- Dismiss students to go back to their seats to work independently on creating their tool as a reminder of the tools of mindfulness and community they have learned.
Independent working time(15 minutes)
- Students go back to their seats to work on their clay tools.
- Field any questions and provide individual support as needed.
Enrichment: Ask advanced students to write a letter to future students in their teacher's class to encourage them in using tools of mindfulness and caring for community.
Support: Work one-on-one or in small groups with some students and provide support creating the clay tools.
- Walk around the room and check student comprehension of the assignment during independent work.
Review and closing(5 minutes)
- Bring students back together in a circle (bring your tool box or box with you and ask students to bring their tools).
- Ask students to hold up one of their tools that they would like to donate to their teachers next year to let them know what they have learned about mindfulness and community.
- Ask students to look around the room at their friends and the tools they are all bringing together to support mindfulness and community.
- Ask each student to come up to place one tool in the tool box and say the one word they wrote on their tool.
- Explain that they may take the other tools home with them as a reminder of the tools they have learned this year.
- Model for students how to do this, with your own tool.
- Begin asking students to come up one at a time.
- Play the "Community Song" one more time to dance to.
- Put hands together in the circle, and on the count of three pull your hands up and say, "We are community!"
- Praise and tell your students how well they have done.