CONTEMPLATIVE PRACTICE is an essential piece to mindfulness and maintaining mental wellbeing. It allows an individual to be still, present and fully experience the moment. However without the proper guidance, this can be challenging, especially for young students who are still learning about contemplative practices. Teaching students about mindfulness in relation to mental health is essential; however, allowing students to experience the impact of these contemplative practices provides a meaningful learning experience.
Therefore, teachers can integrate various contemplative practices into the classroom that create meaningful learning experiences that tap into the MIND, BODY and SOUL of each student. This teaches students different methods they can use to care for their mental health, and strive towards maintaining wellness.
Breathing + Meditation—with emphasis on stillness, students have a chance to focus on their breathing and being present in the moment (Miller, 2014, p. 99). This exercise can be integrated into the morning routine to help set the tone for the day, or just before stressful tasks such as tests or presentations to calm the students.
Art—providing students with the opportunity to freely explore an art form allows them to express themselves and venture into a new area of thought creativity (Miller, 2000, pp. 75-90). Through visual arts, drama, dance or music, students can use these creative outlets to explore their thoughts, feelings and ideas.
Writing—Similar to art, students can use writing exercises (poetry writing, creative writing, reflective journals etc.,) as an in-depth creative outlet, and care able to be more explicit with their thoughts, feelings (Miller, 2000, pp. 85-87). These exercises prompt students to take time to actively pause and explore their mental state at that time. If practiced daily, students can track the consistencies and progress made (Miller, 2014, pp. 153-155). These exercises can be done as a daily opening/closing exercise.
Nature—Similar to the importance of CREATING A HOLISTIC LEARNING ENVIRONMENT, connecting with nature is essential. This helps students understand their interconnected relationship with the earth, while concurrently seeking internal serenity (Miller, 2000, pp. 93-106) (Yukon First Nations Curriculum Working Group, 2017). This can be done collectively as a class, or in conjunction with the curriculum (ex. Science).
Yoga—this meditative practice allows students to move and focus on their body, helping them increase physical awareness in a calm manner (Miller, 2014, p. 113). This can be integrated into physical education classes or into the routine with DPA.
Classical Music—Integrating classical music helps set the tone and environment for the students (Miller, 2014, p. 151. The soft melody creates a peaceful atmosphere that can help students focus, all while physically and mentally calming down (Miller, 2000, pp. 87-90). This can be done in the morning, before or during a test, after a strenuous activity, or in conjunction with another contemplative practice.
Click the sample art piece above to view a mindfulness activity using visual arts and music
These practices offer students the opportunity to learn in a safe and calm environment. More importantly, students have the opportunity to holistically learn through their mind, body and soul. Using these practices teaches students the importance of caring for the these three parts of their being. While school is a place of learning, teachers should deliver the content in a manner that allows students to also learn and understand their whole being. Thus, through these practices, students can be in touch with their holistic self.
