In Grade 4 , teachers initiated a 30 Days of Mindfulness practice for students , emphasizing the SEL pillar of self-awareness . This included meditation , mindful eating , learning about the five senses , deep breathing , movement with music and a weather report activity to visualize emotions .
“ It doesn ’ t have to actually be the weather outside — it ’ s the weather that you ’ re feeling ,” explained Alice , a Grade 4 student . “ For instance , a tornado . I drew a tornado and a bunch of exciting emojis !”
Her classmate Avery ’ s favourite activity is bubble breath . “ I like that one because it helps my brain a lot . You can think of a bubble and a line going around in circles .” She ’ s used bubble breath in school and to regulate her emotions at home . “ Sometimes , when I ’ m frustrated that my sister takes my things , I take a bubble breath , and then I tell my sister to just ask me next time .” consider where they would land on the mood meter and indicate what colour they are feeling . At the end of each day , students have the opportunity to do a final reflection in their agendas . Her students can also use the calm corner at the back of the classroom to selfmanage when they are experiencing a big emotion . The calm corner includes activities like mindful colouring and playing with sensory toys .
While those in-class activities bring the concepts of SEL to light most prominently in Ms Lai ’ s class , the consistent SEL language and collaboration also benefit students .
“ Ms Eady is super-responsive . If our classes are going through unmindful behaviours or there are conflicts with friendships , she ’ ll find a lesson related to that ,” said Ms Lai . “ This means we have the common language to connect students in two places — our classrooms and Ms Eady ’ s office — which I think is helpful .”
Having a dedicated SEL coordinator collaborating with all teachers , school counsellors and support staff has also been beneficial through the Middle School . Ms Eady provides an anchor of SEL principles , lessons and support .
“ To have that real continuity among the classes is important . We can say to each other , ‘ This student is having a tough day — here are some things that I ’ ve tried ,’ so that other teachers can pick up on that ,” she said . “ There ’ s a continuity of care .”
Ms McLaren ’ s Grade 6 class also has a mood meter , as do many
“ Students use the strategies provided in their everyday life ,” Ms Kapila said . “ Not every activity will resonate with every student , so we remind them not to feel discouraged if an activity doesn ’ t yield the same results as the day before , or as the person next to them .”
For Ms Lai ’ s Grade 2 students , selfawareness is at the forefront as soon as students step into the classroom . As they arrive each morning , students
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