Session 22: Mind Jar

Time allocation:
1. a. Mindful check-in: 3-5 minutes
b. Discussion on Mindfulness:10 minutes
2. a. Mind Jar: 5 minutes
b. Discussion on Mind Jar: 15 minutes
3. Silent check out: 1-2 minutes

1. a. Mindful check-in: 3-5 minutes

Learning outcome: Through this activity, the teacher will prepare the students for the mindfulness class.

The steps of the activity

Teachers should tell students that through this activity we will take our attention off the work we were doing before this and bring it to the present. This exercise can be done by the students anywhere and at any time.
Tell the students to sit comfortably and, if they want, they can straighten their backs, close their eyes. If someone is finding it difficult to close their eyes then they can lower their eyes and look downwards.
Tell the students to keep their hands on the desk or on their lap.
Tell the students that we will begin the class with the mindful check-in activity. We will do this for 3 minutes.
Tell the students to focus first on the sounds they can hear around them and then take their attention to their own breathing.
Tell the students that the other sounds can reduce … or increase, they can be heard at intervals … or heard continuously.

(Wait for 20 seconds.)

Tell the students to become aware of these sounds, however they might sound. Ask them to listen to where they are coming from.

(Wait for 30 seconds.)

Tell the students that now they should focus on their breath. Focus on inhaling and exhaling.
Ask the students not to change the rhythm of their breath. Just be aware and focus on them.

(Wait for 10 seconds.)

Ask the students to focus on when they are inhaling and when they are exhaling. Is there a difference between the breath they are taking in and the one they are giving out? Are these breaths cool or warm … fast or slow … light or deep?
Tell the students to be aware of each breath.

(Wait for 20 seconds.)

Now ask the students to slowly focus on how they are sitting and whenever they are ready, they may open their eyes.

Dos and Don’ts:

Before beginning with check-in, give time to the students to sit comfortably.
During the activity, if you see a student getting distracted, without naming him/her, ask the whole class to pay attention.

1. b. Discussion on Mindfulness: 10 minutes

Learning outcome: To know the students’ experience on the process of mindfulness and its benefits.

Proposed points of discussion:

Ask the students to think about the changes they experienced within themselves during the process for 2-3 minutes. Ask them to think about the experience and the practice of the previous week’s activity. Ask them to think also about where and when they used this activity other than the happiness period.
After this, teachers can discuss with the students about the learnings and benefits of mindfulness and how it has improved their lives in ways like –

Reduction of stress within
More focus in the classroom
Realising what is going on within them (happiness, sadness, anger etc.)

Tell the students that they may write their thoughts in their notebook. After this, some of them can share their experiences.
In this period, a discussion can be held on the particular experiences, challenges or questions that arose during the mindfulness activity.
A discussion can be held on the articles on mindfulness brought by the students.

Dos and Don’ts

Every week, ask the students to bring a few articles on mindfulness to the class so that a discussion could be held on them.
Encourage all students to give answers.
The students who hesitate in speaking up, may write their thoughts somewhere.
Accept all answers given by students, don’t contest them.

2. a. Mind Jar: 5 minutes

Learning outcome: To understand the impact of uncomfortable thoughts and feelings on the mind.

Necessary objects:

A transparent bottle
A fistful of chalk powder or mud

Steps of the activity
Teachers should demonstrate this experiment to the students:

Show the students a bottle half filled with water. Ask the students if they can see through it. Is the water in the bottle stable and clean?
Tell the students that this is the situation of our mind when we are peaceful and stable.
Now fill a fistful of mud or chalk powder in the bottle or ask the students to do so and close the lid tightly.
Now shake the bottle. Ask the students to observe carefully as the mud or chalk powder mixes with the water. Now ask them again how are they finding the water look?. (Students can now see the water is unclean. It has become dirty and muddy)
Tell the students that we get upset, angry, worried and uncomfortable in a similar manner. At that time, we are unable to think clearly and aren’t able to decide on what is right or wrong.
Now keep the bottle on the table and ask the students to take their attention on their breath and take five deep breaths.
Now ask them to observe the bottle for a while.
Tell the students to pay attention to how they are feeling now?
Ask the students to pay attention to where the mud/chalk powder is going in the bottle.
When most of the mud/chalk powder particles settle at the bottom and the water starts appearing clean then you can finish the activity and move towards the discussion.

2. b. Discussion on Mind Jar: 15 minutes

What happened after mud/chalk powder was put in the water?
In which situations does our mind feel uncomfortable and worried?
After leaving the mud/chalk powder in the water for a while, how did the water appear at the end?
How can we stabilise our mind?
Don’t you feel when our mind is calm like this water, we feel nicer? Why/why not?
When we are under stress, we often get carried away by our feelings and do something wrong. If, in that situation, we bring our attention to our breathing, we would be able to decide better with a calm mind.

Dos and Don’ts

If a transparent bottle is not available in the school, a transparent glass may be used. A spoon can be used to stir the mud/chalk powder in the glass.
Teachers should ensure that each student is able to see the glass and the mud/chalk powder in it.
Do this experiment at a place where each student is able to see easily.

3. Silent check out: 1-2 minutes

Learning outcome: The purpose of this activity is to get the students to reflect on the thoughts and feelings generated while doing the activities in the happiness class.

Steps of the activity

The mindfulness class should be ended sitting quietly.
During this, a reflection should be made by the students on the thoughts and feelings generated by today’s activities.
Do not give any other instructions to the students.
Whether the students want to close their eyes and reflect, or would want to lower them – this should be left on them.

Dos and Don’ts:

The teachers should not ask any questions after the silent check out.
If a student wants to share his/her experience, the teacher may give them a chance to do so.

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Session 22: Mind Jar

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