IвЂ™ve been known to pause, put my hand on my chest/heart, tell my class that I need a moment, and take three breaths. вЂњThe great thing about Three Breaths is that if the teacher would like to share with students what he/she is doing, they can. This is a valuable practice for staff as well, as expert mindfulness teacher Danielle Nuhfer, who has compiled an array of marvelous techniques in The Path of the Mindful Teacher, shared with me: Teachers should instruct students on this breathing technique and create visual reminders and prompting signals for students to begin. Three Breaths: Have students take three deep breaths at regular intervals, such as before class changes or whenever strong feelings of anxiety or tension arise. Sample conversation prompts can be found here. Morning Classroom Conversations:В Start the day with a quote that can stimulate short conversations to help middle and high school students begin to interact with classmates in supportive ways. Larger groups work best for early elementary.Д¤. This can be done in writing, pair shares, or small or large group discussions. One Minute for Good: Start the class by having students reflect for a minute about something that has gone well or something that they are grateful for. After all agree that the sound has stopped, set a timer for one minute, ask students to sit quietly, and then when time is up, ask them what they heard during that minute.ДЈ. Ask students to listen and raise their hands when they no longer can hear the sound. Powerful Listening: Ring a bell, use a wind chime, or employ another object that makes a long, trailing sound. Begin with 20вЂ“30 seconds for upper elementary.Дў. Start with 15 seconds for early elementary students and gradually increase. You can add a focus on a particular sound in the room, an image you provide (e.g., a dot on a piece of paper, an abstract picture you put up on a screen), or their breathing. Silent 60:В Start the class by having all students sit quietly for 60 seconds to get themselves ready for learning.

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