Dignity Of The Fear and a Mindfulness Mindset

Taking a second look at the prefrontal cortex (following on from my post here) from a new angle and with more detail, my Grade 4 class are preparing our Mindfulness Mindset for the day after I've marked the roll. I only get to have this Grade 4 class for 1 block in my dynamic teaching week.

Every single student in the classroom is present today, "Everyone in our team is here today! EXCELLENT,"

Connecting my laptop to the TV, we begin to recall our discussion about the prefrontal cortex from last week, and how it helps us when we are learning.

Today we are going into more detail. We run through each of the 9 functions of the prefrontal cortex listed on the image above.

>"So these are all the different ways our prefrontal cortex is helping us!" I state as a matter of fact, with a seriously thoughtful expression exaggerated on my face. "Now what do we do when unhelpful thoughts come into our our mind? Do we ignore them? OR, first of all, what do 'unhelpful thoughts' mean?"

The 'unhelpful thoughts' are what keep students in rumination, holding them arrest to their fears, worries and stresses. Building resiliency in our students includes helping them to become comfortable with what is uncomfortable (like their fears). It is not ignoring, shunning away, pretending it does not exist. Because it does, in their heart. It is about knowing, recognising and acknowledging their perceived fears, in a way that honours the dignity of their fears.

"Dignity of the fear?" you may wonder. Part of cultivating self-compassion in our students (and ourselves), is diminishing shame, and taking ownership over their thoughts and feelings:

If they the student is feeling scared. It is a real feeling.

If they the student is feeling worried. It is a real feeling.

>"What do 'unhelpful thoughts' mean?" I repeat.

"Unhelpful thoughts are... thoughts that don't let you do your work." offers a student.

>"Yes, and Guess what?"

"What?" they ask in chorus.

>"Having these thoughts is actually OKAY. Sometimes we think that being a good person, or being strong, means we say 'I'm not scared!' or 'I'm not worried!' or "I don't need your help!" *I enact*. But actually, being a strong person means you are honest and respectful with your feelings. Fear is a feeling. Do you agree?"

"Yes..." whisper a few accompanied by a class of nodding heads.

"Yes, It is real. It's important because it has come from our heart. BUT we don't need to let it take over us. " I intentionally create an elongated pause until I have made eye-contact with each student.

They look at me, wondering what is next.

>"So we just take our fear, pop it into an invisible cup next to our chair, and then use our prefrontal cortex to get on with our good learning and try our best. How does that sound?"

They nod in a mixture of approval, wonder and curiosity

>"We're going to make a class cup of our unhelpful thoughts. Each of you will get a pink sticky note. On it, write an unhelpful thought that comes to you when your are doing your work. If you think of more than one, write them all down. Here are some sentence starters if you get stuck:

>"After you are done, come a stick it on this piece of paper. Then we know we have seen our thoughts. We've looked after out fear and worry feelings, we've put them into our cup, and they will be up here on the board. You know they are just there. You can leave them there, and start using your prefrontal cortex to do you best learning now. Think about what is important for you to do right now, at your table."

Through this activity they have not only acknowledged their fears, they have also been able to come together as a class community and support each other by being vulnerable and placing their sticky note among everyone else's , to be seen, quite literally, as a real fear. Also though, very powerful as they can see others around them also have fears. They are facing their fears, together.

"Do we need to put our name on the note?"

>"Absolutely not. But you may, if you wish." and some did.

They have developed an awareness of their fears, and are able to set them aside as they become present in the learning moment. With a Mindfulness mindset, without being judgmental of their fears and worries, they become aware of them, and were able to direct their attention to the learning task at hand.

>"Great. Beautiful thoughts here Grade 4. Before we pack up for snack time now, do you mind if we read some aloud?" I seek permission from them?

"Yes / yea / sure" were the mixture of responses.

"Amazing. Thank you so much. WOW have a look at how you have breen able to set your fears to the side, and then go to your tables and do you best learning. Absolutely amazing. Okay, let's have a read...

• "When I believe I can't finish my work."
• "Random Thoughts"
• "I'm sacred of not getting one word right on my spelling test."
• "I'm afraid of making my stories wrong."
• "When people lie to me."
• "I'm scared of dolls and clowns."
• "I am afraid of making mistakes or not finishing on time."
• "I'm going to get it wrong."
• "When I feel like I can't do anything."
• "My biggest fear is to use computers."
• "When I feel like I can't do it."
• "I am scared of having bad visions."
• "I feel scared when I think of spiders."
• "When I doubt myself and think I can't do something."
• "When I feel sad I can't forget."
• "I feel that I could say the wrong answer."
• "I'm scared of getting a question wrong."
• "My fear is spider webs."
• "When I feel like I can't do it/ When I feel like it's too hard."
• "I can't do this. It's too hard."
• "When I believe that I can't do it because it is too hard."
• "When I believe I can't get the answer right."
• "I feel worry when something is going to be wrong."
• "I feel worried if I get the wrong answer."
• "I'm scared of spiders."
• "I feel like I can't do anything."

WOW. So good to have these sitting on the paper here, so they are not stopping you form learning at your tables. Using your prefrontal cortex to help you learn and grow. Well done Grade 4s. I will stick these onto the paper in the shape of a cup, because it is our cup of Unhelpful Thoughts."

Today, they befriended their fears together as a class community, and embraced a Mindfulness Mindset to actively overcome their fears. They maintained the dignity of their fears, while they kept on learning and growing. They started getting comfortable with the thoughts making them uncomfortable. Resilient blossoming. We did good.

By Harsharan Kaur Sokhi