Happiness Class | Delhi Government: Mindfulness

Showing posts with label Mindfulness. Show all posts

Session 24: Silence between Thoughts

Time allocation:
1. a. Mindful check-in: 3-5 minutes
b. Discussion on Mindfulness:10 minutes
2. a. Silence between Thoughts: 5 minutes
b. Discussion on Silence between Thoughts: 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. Silence between Thoughts: 5 minutes

Learning outcome: Students should become aware of the blankness between their thoughts.

Steps of the activity

Tell the students to sit in a comfortable position and loosen their shoulders. Take a deep breath and slowly exhale through the mouth. With the next breath, they should close their eyes. If anyone is uncomfortable in closing their eyes, they can look downward.
Tell the students to become aware of their surroundings with the next breath. Ask the students to take their attention to the various sounds generated in the environment around them.

(Wait for 30 seconds.)

Tell the students that they are inhaling and exhaling normally. Ask the students to focus on the sensation generated by breathing in and out.

(Teachers should wait at this position for 10 seconds.)

Now tell the students to become aware of their thoughts. Ask them to count each thought that is coming to their mind.
As and when the thoughts are coming to their mind, they should add them to the count.
While doing this, when they feel now there are no thoughts coming to them, that second they should sit peacefully.
Teachers should tell the students that during this process if they falter while counting, without getting worried they may start counting again.
(Give the students 5-10 minutes for this process. Instruct them again and again. Give them enough time to become aware of their thoughts.)

2. b. Discussion on Silence between Thoughts: 15 minutes

How are you feeling?
Was this activity easy or tough? Why?
Were you able to experience the emptiness between two thoughts? Share your experience.
In the gap between one count and the next, what did you experience?

(Note: If the teachers find it appropriate, they may share with the students that by adopting this practice, they would find the flow of their thoughts slowing down and they would gradually find the gap between two thoughts. This gap is called zero, when zero thoughts come to the mind.)

Dos and Don’ts

Teachers should give full opportunity to the students for expression.
It is expected from the teachers that they patiently listen to the students’ thoughts. Do not praise or criticise any student.
Do not compare the experience of students in any way, because each child has his/her own experience.

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.

------------------------------

Session 23: Brain House

Time allocation:
1. a. Mindful check-in: 3-5 minutes
b. Discussion on Mindfulness:10 minutes
2. a. Brain House: 5 minutes
b. Discussion on Brain House: 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. Brain House & Discussion: 15 minutes

Learning outcome: To make the students aware of their feelings and thoughts.

Steps of the activity

Teachers should draw the following diagram on the blackboard:

Feelings	Thoughts

Teachers should tell the students, “We can think of our minds as a house. It has two storeys. Many kinds of feelings live on the ground floor. Feelings are those sentiments generated by our experiences and memory. On the first floor, our thoughts live. There are many kinds of thoughts that live here along with our ability to focus, remember, think and decision making power.”
Tell the students when we face problems/difficulties in life, we decide in a haste, get anxious, and get easily annoyed with ourselves or others around us. Because of this anxiety we either run away from difficulties or get upset with ourselves or others. Our thoughts and feelings get mixed up and we are not able to decide the right thing.
Ask the students, “What can we do to evade this?”
After getting answers from a few students, the discussion can be taken forward like this – “Can we get our feelings and thoughts to become friends?”
“Our mind works well when the ground floor and first floor work in unison and when we are aware of our feelings and thoughts. Through Mindfulness, we can get these two floors to become friends.”
“We can think of Mindfulness as a staircase that connects the two floors of thoughts and feelings.”

Proposed points of discussion:

Now draw the following table on the blackboard –

Feelings	Thoughts

Now tell all the students that they should write five such feelings and thoughts in their notebook that they have experienced at some point of time or have come to their mind.
Now ask the students –

How are feelings and thoughts different?
How do we benefit from knowing the difference between feelings and thoughts?
What was the most useful/good aspect you learnt about feelings and thoughts in this class?

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.

------------------------------

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.

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.

------------------------------

Session 21: Thoughts as Bus Passengers

Time allocation:
1. a. Mindful check-in: 3-5 minutes
b. Discussion on Mindfulness:10 minutes
2. a. Thoughts as Bus Passengers: 5 minutes
b. Discussion on Thoughts as Bus Passengers: 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. Thoughts as Bus Passengers: 5 minutes

Learning outcome: To see thoughts as bus passengers. With this, students would be able to become aware of their thoughts and their impact.
We have various kinds of travellers in a bus but the focus of the driver is on the road. Similarly, we are the driver of our attention and our thoughts are like bus passengers. In this activity, we will quietly observe the various kinds of passengers on the bus today.

Steps of the activity

Teachers should tell the students: “Today we will observe our thoughts as if they are bus passengers. The way a driver does not focus on any passenger but concentrates on the road, in a similar manner, we will pay attention to our thoughts.”
Ask the students to see the thoughts the way they are. They should not think of them as right or wrong.
Ask the students to sit in a comfortable position and loosen their shoulders. Take a deep breath and exhale through the mouth. With the next breath, close your eyes gently. If anyone is not comfortable with closing eyes, they may look downwards.
Tell the students to become aware of their surroundings with the next breath. Tell them to take their attention to the sounds being created in their surroundings.

(Wait for 30 seconds.)

Tell the students they are inhaling and exhaling normally. They should focus on the sensation caused by inhaling and exhaling.

(Teachers should wait for 10 seconds.)

Tell the students to imagine that the thoughts coming to their minds are like the passengers on the bus. The way passengers get on and off a bus, similarly, thoughts are crossing your mind.
Tell the students that they should not classify their thoughts as good or bad. If any thought passenger fights, gets angry or creates stress, they should take their attention off that passenger and bring their focus back to their own breathing without fighting with that passenger.
Tell the students that while observing thoughts, they might get caught in them or get distracted. In such a case, they should bring their focus back to their breathing.
Now, tell the students to observe their thoughts for the next one minute. Let the thoughts come and go. Do not stop them.
Tell the students to bring their attention to their sitting position with the next breath and become aware of the sounds in their surroundings. Whenever they feel good, they can slowly open their eyes.

2. b. Discussion on Thoughts as Bus Passengers: 15 minutes

How was your experience?
Would you want to share your experience?
When were you able to focus on your thought during the exercise?
How did you feel about paying attention to your thoughts?

Dos and Don’ts

Teachers should give full space to the students for their expression.
It is expected from the teachers that they should patiently listen to the students. They should neither praise nor criticise any student.
They should not compare the experience of one child with the other because each one has his/her unique experience.

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.

------------------------------

Session 20: Thoughts as Traffic

Time allocation:
1. a. Mindful check-in: 3-5 minutes
b. Discussion on Mindfulness:10 minutes
2. a. Thoughts as Traffic: 5 minutes
b. Discussion on Thoughts as Traffic: 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. Thoughts as Traffic: 5 minutes

Learning outcome: To see thoughts as traffic with a comfortable mind. The purpose of this activity is to become aware of our thoughts and to see them with ease, without deeming them as right or wrong. With this, we would be able to see our thoughts clearly and in a more objective manner.

Steps of the activity

Teachers should tell the students to sit comfortably and loosen their shoulders. Now, take a deep breath and release it from the mouth. Close the eyes with the next breath. If anyone is uncomfortable with closing the eyes, they may look downward.
With the next breath, students should become aware of their surroundings. Take your attention towards various sounds in your surroundings.

(Teachers should wait for 30 seconds)

Ask the students if they are inhaling and exhaling normally. Now ask them to imagine that they are standing by the side of a main road peacefully. They are watching the traffic on the road.
Tell the students to imagine that the thoughts coming to their minds are like the vehicles on the road. Each thought is like a vehicle on the road. The way vehicles are coming and going on the road, similarly, thoughts are crossing your mind.
Tell the students that they should not classify their thoughts as good or bad. They should not try to change or stop them. They should observe thoughts like traffic. Thoughts are coming, they are going and they are observing them with a quiet mind.
Tell the students that while observing thoughts, they might get caught in them or get distracted. In such a case, they should bring their focus back to their breathing.
Now, tell the students to observe their thoughts for the next one minute. Let the thoughts come and go. Do not stop them.

(Wait for 1 minute.)

Tell the students to bring their attention to their sitting position with the next breath and become aware of the sounds in their surroundings. Whenever they feel good, they can slowly open their eyes.

2. b. Discussion on Thoughts as Traffic: 15 minutes

How was your experience?
Did your attention go to your thoughts?
What did you feel about your thoughts? Did you feel a difference in your thoughts in the beginning, middle and end of the exercise?
Did you experience that some thoughts stayed longer in your mind as compared to some others?

Dos and Don’ts

Teachers should give full space to the students for their expression.
It is expected from the teachers that they should patiently listen to the students. They should neither praise nor criticise any student.
They should not compare the experience of one child with the other because each one has his/her unique experience.

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.

------------------------------

Session 19: Gatekeeper

Time allocation:
1. a. Mindful check-in: 3-5 minutes
b. Discussion on Mindfulness:10 minutes
2. a. Gatekeeper: 5 minutes
b. Discussion on Gatekeeper: 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. Gatekeeper: 5 minutes

Learning outcome: To bring awareness towards thoughts.

Steps of the activity

Teachers will tell the students that today we will take our attention inward and become aware of our thoughts. The thoughts that are coming to us, let them come naturally and take your attention to them.
Tell the students that they shouldn’t try to change or stop their thoughts or categorise them as good or bad or try to alter their frequency.
Tell the students that they can think of their mind as a gatekeeper and think of the thoughts as guests. The way a gatekeeper smiles and welcomes guests, in a similar manner we can look at our thoughts as guests and welcome them.
While practising this, they will know how many thoughts come to them.
Ask the students to sit in a quiet, comfortable position. Now ask them to take three deep breaths and release them through their mouth. If they are experiencing any stress in their body, they should release it with the next breath.
Tell the students to let their breathing be comfortable and easy. They should not try to alter it. They should not lengthen or shorten it.
Tell the students the way our breaths are coming in and going out, similarly our thoughts enter and exit our mind. It is possible that the thoughts are concerned with the past or the future or are related to any event. Let these thoughts come and leave. Observe them with a calm mind. You cannot stop any thought. Let any thoughts come the way they are.
Tell the students that while doing this if they experience any discomfort or sensation in their body, they can take their attention to their breathing.
Tell the students in their imagination they can think of their minds as gatekeepers and the thoughts as guests. The way a gatekeeper observes guests in a peaceful manner, similarly they can look at their thoughts coming and going.
Tell the students if their mind gets caught in the thought, they can bring their attention to their breath and say within, “I am aware about every breath I inhale. I am aware of every breath I exhale. I am looking at my breaths entering and leaving me with a gentle, quiet mind.”
Ask the students to wait a minute in this position.
Tell the students to bring their attention to their sitting position with the next breath and become aware of the sounds in their environment. Slowly, they can move their toes and whenever they feel good, they can open their eyes.

2. b. Discussion on Gatekeeper: 15 minutes

Did you experience various thoughts coming in and leaving?
What did you understand about your thoughts?
How are you feeling after this exercise?
Was it tough or easy? Why?

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 18: Sticky Thoughts

Time allocation:
1. a. Mindful check-in: 3-5 minutes
b. Discussion on Mindfulness:10 minutes
2. a. Sticky Thoughts: 5 minutes
b. Discussion on Sticky Thoughts: 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. Sticky Thoughts: 5 minutes

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

Steps of the activity

Teachers will tell the students that today we will do an activity using our imagination. Now all the students should close their eyes, take three deep breaths and sit in a comfortable position. Now ask the students to imagine a big elephant. Imagine that this elephant is huge, it has big ears, black eyes and is standing still. Imagine this elephant in great detail.

(Teachers should wait for 30 seconds and let the students imagine.)

Tell the students to not think of the elephant now. Any thoughts related to the elephant should be taken out from their mind. Sit quietly for a while but don’t think anything about the elephant.

(Teachers should wait for 30 seconds and let the students think.)

Ask the students if any of them is still visualising the elephant, they may raise their hands.

Dos and Don’ts

Teachers should remember that this message should be conveyed to the students that sticky or uncomfortable thoughts are not anything bad or a problem.

2. b. Discussion on Sticky Thoughts: 15 minutes

Were all of you able to imagine the elephant?
When I asked you not to imagine the elephant, what happened? (Clue: Most of the students would have imagined the elephant.)
When it was instructed to take off the elephant-related thought, still did some students imagine it? Ask the students to raise their hands. (Clue: Similarly, sometimes it is tough not to think about a topic. It means some thoughts, concerns and stressful thoughts get stuck in our minds. We can call them sticky thoughts as they don’t leave our minds easily and keep recurring in our minds.)
If we try to calm our mind or will try to hinder these thoughts, does it become a tough process? Like, when I asked you not to think of the elephant you were still thinking of it.
If we are only aware about our thoughts but don’t get caught in them, then how would we feel? (Clue: The mind becomes peaceful. Let your thoughts come and leave organically. Keep a sense of empathy with your thoughts and see that you don’t get caught in them. Through this, slowly you will experience peace of mind.)

Note for teachers: Teachers should accept all answers from the students and not comment on whether they are right or wrong.

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 17: Gratitude

Time allocation:
1. a. Mindful check-in: 3-5 minutes
b. Discussion on Mindfulness:10 minutes
2. a. Gratitude: 5 minutes
b. Discussion on Gratitude: 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. Gratitude: 5 minutes

Learning outcome: To bring the focus of the students towards the feeling of gratitude and to help them experience that to be happy, it is important to feel gratitude towards others.

Steps of the activity

Teachers should tell the students that through this activity, we will focus on any one person, who is very important to us, and would express gratitude towards that person.
Tell the students to sit in a comfortable position. Ask them to straighten their backs and close their eyes. If anyone has a problem in closing their eyes, they can look downward.
Tell the students, for a few seconds, become aware of the person towards whom they are thankful and for whom they want to experience gratitude. They should bring their attention to the moments spent with that person.

(Wait for 10 seconds.)

Ask the students to focus on where they are with that person.

(Wait for 5 seconds.)

Ask the students to focus on what they are doing with that person.

(Wait for 5 seconds.)

Ask the students to become aware towards that moment. Ask them to remember it and feel it.
Tell the students to pay attention if the person is trying to say something to them. Ask them about how they feel about their relationship with that person? They should take their attention towards the kind of feelings they are experiencing at this moment and if they feel they are getting caught in the feelings, they can bring their attention to their breathing.

(Wait for 10 seconds.)

Tell the students that with their next breath, they can express gratitude towards that person.

(Wait for 30 seconds.)

Now ask the students that when they are expressing their gratitude towards that particular person, what is the kind of sensation in their body? Try to know with your next breath in what part of the body are you feeling that sensation. Is it in your throat, your chest, your hands, your feet, your legs etc. For a while, be with this sensation. With each breath you take, this feeling goes on increasing.
Tell the students to gradually bring their attention towards their sitting position and whenever they feel ready, they may open their eyes.

2. b. Discussion on Gratitude: 15 minutes

How are you feeling after this activity?
Whom were you grateful towards and why?
What will happen when you express gratitude towards others?
What can be the various ways in which you can express gratitude?

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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