Today I'm excited because I spent yesterday with
some motivated educators in Brazosport ISD
learning about self-care and mindfulness.
I just love inviting people to unwrap the present with me.
heading into a Green Belt for some Forest Bathing.
Prepare to be bathed in nature's motivational canvas;
this clip provides the perfect segue into today's post,
I was super excited and incredibly grateful when my friends from Free Spirit introduced me to James, who is currently serving as Austin ISD's Mindfulness Specialist. My first question for him, of course, was how he came by that dream job. He humbly shared that after being named the district's Teacher of the Year five years ago and an overwhelming interest in the mindfulness pilot he ran, the Superintendent created the position to complement the work of the Social and Emotional Learning (SEL) Department, which was already in place. In fact, they just finished their SEL Symposium, which offered 50+ breakout sessions, panel discussions, and a Share Fair with the Seed Model campuses for some 500 educators in their district and a few guests from the surrounding area.
Doesn't that sound epic?
Our telephone interview follows; the words in italics aren't direct quotes but are as close to what James said as I could come as my pen raced across the paper with passion while he shared his story.
He told me that his goal for the position is to share resources, so that it's not just about me, but everybody doing the work. I stress a lot of adult practice, but I don't just tell them what to do. I offer resources, strategies, and tips, then encourage them to figure out what works for them. The biggest thing is that kids are brilliant and will see straight through you, so if the adult isn't into it, kids are more likely not to buy in. He celebrates small victories, citing his enthusiasm for moments like the one when a student says, "I couldn't do it; I had so many thoughts, I couldn't clear my mind," to which a teacher responds, "it's okay." It's all about empathizing, about maneuvering through, building awareness, and celebrating that the student was able to verbalize that his thoughts were getting in the way.
I connected immediately with James and his work, especially when he shared that mindfulness helped me move through my own PTSD, so I know how important it is to share it through a trauma-informed lens, to help people feel more comfortable, to really know your students. He stressed that we pay attention to verbal and non-verbal cues, to create an awareness, and to show care by offering choices, like how and where to sit or even like whether they want to breathe, color, draw, journal, stretch. Closing your eyes, for example, can be a trigger, so we are careful about giving choices.
James is very aware that teacher agency is key. He describes what he offers as an optional service. Our goal is to get other teachers to help spread it. We have 130 schools in AISD and I know that it will only sustain with organic growth.
So what's his favorite mindfulness mantra? I really connect with the loving kindness mantras: May I be safe. May I be strong. May I be happy. May I be healthy. I also like the shorter mantras, like the one I used routinely when I taught preK: I am strong. Fun story about that is that an older sister of a former student was in an equestrian competition on a day when it was rainy and muddy. She was nervous about racing her horse under those conditions, so she used the I Am Strong breathing mantra that she learned from her younger sibling and ended up winning the competition that day.
Beyond anecdotal data, is there also hard data to support how mindfulness is working in AISD? In a survey we administered, 95% of the teachers who were using it at least weekly find it helpful personally and professionally. We also expect to see it making a difference in our discipline referral numbers because when teachers see or hear an undesired behavior, they won't take it personally but instead respond in a clear, calm, in-the-moment manner. And students who practice mindfulness tend to self-regulate better by knowing what they need to self-calm, speaking their truth, then moving through their issue.
And his favorite mindfulness practice? My go-to regular is the 4-8 breathing technique. We know from the science of breathing that double the exhale has lots of benefits that help us regulate, so I'll inhale for four counts, then exhale for eight. Taking five of those helps me so much with anxiety or presentation nerves.
How about a favorite mindfulness resource or tool? Two apps that I recommend, especially because they are free to educators, are Stop, Breathe, Think (for All Ages and the Kids app) and Calm.
And who is his mindfulness role model? After getting my Community YOGA certification training through the Amala Foundation, I'd have to say Shawn Kent.
Where can our readers connect with James to learn more?
My website with links to all my resources {here}
An archive of mindfulness newsletters {here}
Sign up for mindfulness newsletter/support {here}
What else would he really like our readers to know? I am trying really hard to be intentional about sharing through not only a trauma-informed lens, but also a culturally-responsive lens. I want to make sure to include all the differences, race, gender, body types, etc. in the mindfulness movement. For example, I'm very aware that I'm often the only male in the YOGA studio and I'm working to change that.
Fun fact: James wasn't able to speak with me last week when I first hoped we could connect because he was headed out for ... wait for it ... a massage. Next up, his first pedicure? Seems this Mindfulness Specialist is walking his self-care talk! Thank you, James, for carving out time for us and for writing this Mindfulness masterpiece.
And now, dear reader, check out Mindful Classrooms;
its weekly guides and daily exercises will
help build the capacity for calm
as you model and motivate mindful practices
for the wildflowers in your life's garden.
No comments
I really enjoy hearing from my readers; thanks for sharing your reflections with us!