IATEFL Training session – Mental health, Resilience and Covid 19

By dint of starting work verrrry early in order to get all my marking done, I have made time to attend this training session run by Hayley Broughton-McKinna for IATEFL. It is on Zoom! I must be the only person for whom it is the first time to use Zoom… (I’ve done Google Meet and Blackboard Collaborate and Microsoft Teams just!) Apparently it is a Zoom webinar room so as participants we just use the chat box, so not quite like being a student! Here are my notes from the session, with my own thoughts/reflections (added retrospectively) interspersed in italics.

Hayley is from PMAC. Im not sure what it stands for, need to look it up… but it aims to give people the tools they need to keep a workforce healthy, happy and functioning, and productive. She talked about her experience and warned us some themes may be distressing.

First thing I have noticed, Zoom audio quality is MUCH better than Blackboard Collaborate. <sigh>

The first portion was about Stress management

Life is already stressful, lockdown has added to that bringing with it lots of changes and worries.

  • Relationships with ourselves and those around us may have changed due to lockdown.
  • Work has been affected (not half!) – with furlough and working from home, and job losses and new jobs being hard to get, some jobs are more exposed and more at risk too.
  • Fear around the virus itself is a thing too, not knowing what the future will hold with it, doctors not knowing how best to treat it.
  • The grieving process has been made even more difficult and complicated.
  • Current affairs issues such as Black Lives Matter and conspiracy theories also affect us. Small talk around Covid19 has become very common but we can unwittingly have a big impact on people by doing this, depending on their experiences/situations.

Hayley introduced these terms:

Stress – how affected you are in mind and body by pressures that are unmanageable.

Trauma – impact of overwhelming stress, when coping is exceeded.

“The impact of Lockdown” might have meant spending a lot of time at home. For some people that’s great, for others they feel really trapped and isolated, out of control.

  • Some people may not have had access to safe outdoor space/sunlight, leading to poor mood and vitamin D deficiency. It is also living with constant fear and uncertainty.
  • We went from this is a virus that only affects the elderly and those with underlying conditions to this is a virus that affects everybody. So there is trauma around the fear of being ill but also around surviving, in terms of guilt.

I get this. I’m worried about getting ill (especially as I had a bad virus at Christmas through mid-Feb, the memory of which is enough to keep me being careful. Going from running the better part of 20 miles to being barely able to move is not nice. And the thought of losing, possibly permanently, some of my lung function is scary to me. At the same time, because I have been incredibly lucky in where I have lived through the first lockdown, almost feeling guilty not to have suffered more. 

  •  Grieving loved ones and family members, made more difficult as you may not be able to be around people who you can talk to, share memories with, to celebrate someone’s life with all who loved that person. This in combination with other people being excited about restaurants reopening and suchlike.
  • Grief also covers our life and sense of purpose. Routines and purpose may have been lost. Our reality is shaped by who we are in different circumstances with different people. You at work can be different than you at home than you with friends. We may have lost those different aspects of ourselves.

I’m still working, remotely of course, but I can imagine how much bigger an effect the whole thing might have had on me if I didn’t have the continuity of my job, crazy as it has been, through it. It stills seems strange to think that, apart from my co-ADoS who came round once for some socially distanced outdoor working (we thought it might be a regular weekly thing, the weather thought otherwise!!), I’ve not seen my colleagues since mid-March apart from a small number in video chats (=my 2 programme leaders and the rest of the ADoS team + [separately] the dozen or so teachers – a different dozen-ish this term to last – that I have done weekly module meetings with). We are definitely continuing to work remotely for at least another term (not sure if we teachers will go back to the building occasionally in the mean time or not), so by the time we go back to the office it will potentially have been nearly a year! Extraordinary. 

  • Working from home has minimised separation between work and home.
  • We may be grieving relationships that have been lost due to lockdown.
  • Sleep is also affected. Lack of sleep can lead to impaired immune functioning, more headaches, nausea, difficulty concentrating but also impacts on mental health as you lack the energy/strength to deal with things as they arise. Resilience is affected.

I have been really lucky with sleep. I have the odd bad night but by and large my sleep is good and I have a good pre-sleep routine to help that. 

So, there has been a real crisis of mental health during the pandemic.

  • Eating disorders are often triggered by feeling out of control.

Yep. Mine was triggered by losing my horse Alba nearly 2 years ago now. Then it was re-triggered when I was ill over Christmas. It liked me not being able to eat much and would have liked to keep it that way. So it was still very much present when Covid19 kicked off in the UK. I’m incredibly lucky that I have a very supportive girlfriend who has helped me be able to manage it better. 

  • People who are struggling have had less to distract them and resources available prior to lockdown may be no longer available.
  • Learned helplessness response may kick in because people feel they don’t have it in them anymore.
  • People with children who see work as a bit of respite from the parent role lost that during the lockdown.
  • Some people have got used to being alone at home and will be struggling with going back out into the world and to work.

This may be me when we do get to the point of returning to work. It will have been a LONG time so some readjustment will be necessary. 

  • Health is also impacted by the long term stress effects but also people have avoided seeking medical attention or been unable to access it. What is urgent or essential to you might not have been considered urgent enough to be provided during the pandemic. To not have access to support for your health can feel really difficult.

I have a weird eye condition going on, and getting it seen to has been complicated by Covid. I went to the pharmacy first, hoping I could just get something for it but they can’t give me anything over the counter. So I had to phone up for a GP appointment, which will be a phone appointment, so which has involved taking photos of my eye and uploading them to a link sent to be via text message. And we will see what happens next! Obviously this is all very minor compared to what some people will be going through. 

Lack of control has led to many people struggling massively.

  • Control includes routine, and not having that can be distressing. Emotion regulation can be more difficult when there is no predictability. This is also affected by not having the distractions you are used to having to help with it e.g. going to the gym, doing courses and other such coping mechanisms.

This really upset me at the start of lockdown. Feeling like my life had been thrown up in the air and all the bits were all over the place, and that I had to pick them all up and reorganise them again. Routine is very important to me, as it feels safe. Fortunately in the UK we were allowed out to exercise once per day so that was one organising principle – go for a run early early so that as few other people as possible would be out and about. I had also invested in a turbo trainer so that I could continue to do some cycling exercise, so there was that for late afternoon. Obviously there was work, with its meetings (so many meetings!) and lessons. I also established routines with my girlfriend – daily video chats, daily exercising via video chat and weekly virtual dates. I overdid the exercise initially so had to work out how much was the right amount and what to do instead of the dropped sessions (yoga, piano, art). 

  • We’ve also largely lost the physical presence of others e.g. a hand on the shoulder, a hug etc. Lots of feelings like anger, disappointment, frustration arise and can also lead to feelings of shame and lead people to react to us in uncomfortable ways as they don’t know what to do with it.

This is difficult. Especially when it will come to seeing people again after a long time. Like when my co-ADoS came round, the automatic feeling is to want to have a big hug having not seen each other for ages. I will be sad to lose that with people. 

  • Precarious finances impact what we can purchase, little comforts that might help.

I’m really lucky to be ok financially because I have a secure (as it is possible to be at the moment) job. 

  • Travel has become more difficult e.g. if you relied on public transport to go to work or the shop, and it isn’t available or it is now much more dangerous, that is difficult to deal with. It can feel like a no-win situation.

I am very lucky to have a weekly Ocado supermarket delivery and despite some kerfuffle initially have managed to maintain that, and share it with my housemate and once restrictions eased also my girlfriend. So the only shop I’ve been in since mid-March is the pharmacy which is less than a five minute walk away. 

  • Accessing support has become much more difficult, and the lack of being able to turn to people when you need them can really trigger feelings from previous trauma e.g. trust issues and that can make it difficult to let people in again and access support when things open up again.
  • Some people have enjoyed working from home but for some people going to work might be the only human interaction or the only respite from responsibilities in the home, making it more difficult to compartmentalise. Home life might be very chaotic and make it very difficult to get work done.
  • People might feel lots of pressure to get back to normal even if they don’t feel ready.

I have a bit of this going on. Luckily no pressure on the work side of things because of the whole remote working for the foreseeable future thing, but I haven’t yet seen anyone apart from my housemate, my girlfriend and the one visit from my ADoS colleague and have conflict between wanting to but not feeling comfortable to and then worrying that people will think I am being antisocial as a result. I am building up towards having some friends (one household at a time) round for pizza in the garden (restrictions permitting! by the time I build up to it that may no longer be an option..!)

Impact on relationships is another thing that has come out of lockdown.

  • It can put pressure on the relationship with the person you live with as there is less escape. Little irritants become big when you are stuck with someone and there is no break. Especially when you are navigating the emotional rollercoaster of trying to cope with the wider situation. Often the little daily small things that push us to breaking point and it is easier to take it out on someone who is around you than on the world at large.

I thought this would be an issue for me, as we have clashed over build ups of little things in the past, but it’s been ok. Actually my house mate has been super supportive of the whole working from home endeavour – letting me use the kitchen-dining room, helping me find my standing desk and plug in monitor etc – and also more generally in terms of helping me find and set up the turbo trainer in the sitting room, for e.g.! Hopefully I am easier to live with since taking up mindfulness and trying to be more aware in my interactions and how they are influenced by how I am feeling. (Work stress used to be a trigger in the past.)

  • For a lot of people it has meant spending more time in abusive situations.
  • Lots of people are now having to deal with relationship breakdowns – friendships, relationships that had been really invested in. Some people have had to quarantine apart and have suffered at the lack of physical intimacy and can lead to trust issues as you can’t physically get comfort/validation/assurance. Couples coming out of lockdown who survived it may now be at risk of separation anxiety. Some couples will feel so unified that there is a bit of co-dependency and resentment/jealousy/hurt when independence is regained. Even if things went really well for you in lockdown, easing out of lockdown can make things difficult.

My girlfriend and I don’t live together, and we had only got together a month or so before lockdown started, so we worked hard to keep things going. She is a keen paddler so once restrictions eased she started doing that again, I join her at weekends. But obviously during lockdown there was no paddling and before lockdown we hadn’t had much chance to figure out normal (and it was out of season) so there has been some adjustment around that. Recognising insecurity in myself, talking with her about it. (Mindful) communication has been key. 

Work relationships have been different. This particularly for colleagues who I consider friends but am no longer working closely with as they have been promoted. Pre-lockdown, it was about having lunch together when we were able to do. In and since lockdown, it has been about being proactive about organising video chats periodically, even though initially it felt a bit awkward and I was a bit nervous (go figure, just me…). Consistently it has been really positive in outcome to reconnect with them. Very important to do and something I need to keep doing! 

Teaching during lockdown

  • It has had a lot less human contact.
  • You haven’t the same small talk and catch up in between actual teaching sessions.
  • The interaction doesn’t feel as personal or genuine. It is easier to lose concentration when you are talking to a screen with no response.
  • There is a lot less separation between work and home, it is always there rather than being left behind at work physically. So more work done outside work hours, as there is less structure.
  • Students may not have the time or space at home to engage fully with the sessions however much they might want to. Their ability to concentrate may have been affected by lockdown.
  • More difficult to check in with students as you can’t see their response or reactions. Very different relationship with the students. You might spend more time worrying about them as a result.

Teaching…this term I really enjoyed it as I had the mental space to fully engage with it and lessons that worked more like lessons (as vs. the 30 minute tutorial slots of last term, though even with those I managed to do trial and error and established a good set-up!). Last term I had my students from the previous term so I already had rapport with them, that remained the case online. This term I shared my co-ADoS’s group and only had six lessons with them. So I did my best but it was difficult! Though by the end I felt I was getting somewhere. Time, eh. I have missed the face to face classroom though. Strange to think even when it becomes a thing again how different it will be. 

Re work-life balance, I have been pretty strict for the most part about maintaining it (bar yesterday when I worked from 7.20 til late afternoon in order to be able to attend this session!) because keeping myself in a state of reasonable wellbeing is essential to being able to continue doing the job. 

Trauma and stress in lockdown…

<ummm Zoom meeting crashed and when I tried to rejoin it said there was another meeting in progress. I can only hope I will be able to access the recording! Oh apparently the whole thing crashed, not just my problem, and now we need to find the speaker again!>

…What is the impact of all this?

  • Those feelings (everything we have talked about so far) can be very triggering. Particularly for people who have already experienced trauma.
  • Relationships may feel different, you may feel very detached from them.
  • Unprecedented time to ourselves can be stressful/traumatic, may lead to an existential crisis. Lots of big questions can crash around your mind. Loss of concrete knowing who you are, where you are headed in life, can lead to feel confused and overwhelmed.
  • You may feel some loss of identity, as the experiences that contribute to all our different versions of ourselves (work self, social self etc.) are not there.
  • Keeping conversations going without all the shared experience and new experience can be difficult.
  • May struggle to get out of bed and follow positive routines.
  • BLM activism, seeing people being killed, adds to the trauma. As a trauma response, we may shut down. Not consciously but we cannot deal with that level of grief. At the time is perfectly normal and healthy for coping but coming out of lockdown, how do we come out of that?
  • Social media exacerbates individual differences – comparison with others’ lives e.g. when you are having a bad day and see people on Fb/Twitter doing all different things and being productive which might bring feelings of shame and guilt in you. Loss of motivation can result.

I remember during lockdown seeing lots of posts of people baking cakes and suchlike while I was at full stretch with work and keeping my relationship with my girlfriend going. I may slightly have wished for a bit of being furloughed too! I can quite imagine that underneath all the cake photo posting, they were struggling with the massive change that sudden complete absence of work brings. 

  • People are all affected in different ways so can only offer limited support as are coping themselves.

Stress

We’ve talked about why it’s been stressful and why it’s been traumatic but what does that do to for us and to us? Stress is a very subjective thing, relative to our lives and our perceptions. At one time in your life something may seem very stressful, at another it may seem no big deal as your coping mechanisms, support network, context etc may be different. If you don’t perceive something as stressful, it won’t be a stressor for you and you won’t be emotionally and physically impacted.

Physical impact of stress

  • when we encounter a perceived threat, the hypothalmus in our brain sets off an alarm system and that sends signals through our body through nerves and hormones which prompts adrenal glands to release adrenaline (responsible for the fight flight freeze response) and cortisol (affects your body to prime it for response prepares muscles, activates release of things you need to response, suppresses non-essential things like digestive and reproductive system).
  • Normally once the threat passes, your body renormalises.
  • But really acute or prolonged stress can destruct your functioning e.g. digestive problems, slowed metabolism/weight gain especially round stomach as that is protective of organs, concentration is affected, affecting memory which is also affected by sleep.

Having an understanding of all this is important so that we take it seriously in terms of managing it.

I know for me the constant stress of the uncertainty, not knowing when lockdown would be lifted, seeing changes be made but not the one I wanted initially (to see my girlfriend properly) meant that my amygdala was more sensitive. It was something to be aware of, recognise that it was being more easily triggered than usual. And try to soothe it with meditation and emotional connection. 

Mental heatlh issues coming out of lockdown

  • Anxiety will be heightened – vomiting, dizziness, shaking, sweating, feelings of hopelessness and despair.
  • Depression, schizophrenia, bipolar disorder and eating disorders may be re-triggered.
  • Insomnia and memory problems relating to inability to concentrate due to stress and lack of sleep.

Everyone has been affected differently by this pandemic. Everyone has had a different experience of it – lost someone, not lost someone, had a good place to shelter, been in a stressful living situation intensively, had time to take up hobbies, been taken up with working from home and childcare, have had previous difficult life experiences that are re-triggered or not, been in a comfortable space or really cramped space, have financial issues or not, be able to re-energise and rest or not, have coping mechanisms in place on hand or not, have a support network or not.

So coming out of lockdown we will all have very different needs.

And whatever our needs are, as long as they don’t harm others they are valid and it is ok for us to try and meet them. Is what I think. 

It may be just as stressful or more stressful in different ways. Uncertainty is very central. It is not “back to normal” but forward to something else and we aren’t sure quite what yet. Masks in themselves are a big difference to adjust to, can seem intimidating. We have to find ways to adjust with the world as we are meeting it now. There is no one correct way/one size fits all for dealing with it. It might be frustrating, especially as everyone is at different stages, ready for different things at different times. This might lead to difficult conversations and changing relationships. You might need to set boundaries in new ways. You need to allow yourself to be human and feel all the things you feel. Even going back to commuting will feel exhausting as you readjust.

I have not missed commuting to work on my bike – the cycling, the hills, no problem; the traffic, the near misses, the fumes, oof. Not missed. I am keeping fit, going out cycling since restrictions eased and continuing to run, but the stress of dealing with high volumes of traffic again will be hard when the time comes. 

Very important to acknowledge and validate what we have been through and are going through.

Don’t minimise your feelings and do reassure yourself that it is ok to think and feel what you are feeling. What you think and feel are not a reflection of who you are. So it is important to let them be and let them pass, rather than attaching shame to them. You matter, your experiences matter, your reality matters. Stress, pain and trauma are very subjective – if you feel more anxious than others it doesn’t mean they are doing better and you are doing worse, it just means that you are experiencing it differently. And you deserve what help and support you need.

In terms of business best practice – phased returns will be important to let people dip their toes in and readjust. Allows time to communicate problems before they become bigger problems. Make sure you tell your manager what you need. Not always easy to do but very important. And remember it might be obvious to you but not to other people – they may not realise what problems you are having or what is needed without you saying it. Communicating can go a long way. Team meetings can be a good source of ideas of things that might help more widely. Working together to find a way forward. Important to value people, giving them the opportunity to be heard and making adjustments based on that.

Resilience is essential. It is not concrete, defined variously but is about the ability to bounce back after things happen. With it,

  • you are more likely not to dwell on things and learn from things and move forward if you are resilient.
  • You view setbacks as challenges to overcome rather than something paralysing.
  • You don’t see mistakes etc as reflections of your worth, but something to learn from.
  • In the midst of a stressful situation, doesn’t mean you are necessarily super positive, it is more an ability to recognise that some things are outside your control, and allow yourself to be human, to know when to step back and ask for support.
  • You are more likely to adapt, more likely to reach out and feel human emotions, allowing yourself to do that without giving up or letting those emotions dictate your sense of self.
  • You are committed to your values, goals, hobbies, relationships, work, families etc so are committed to finding a way forward no matter what. It’s not easy, it can be scary and it can be overwhelming but ultimately it can be very empowering: “Resilience is knowing that you are the only one that has the power and the responsibility to pick yourself up” – Mary Holloway.

How to build resilience

We don’t have control but we can learn…

  • We can learn how to reframe things positively, we can form value-based goals rather than arbitrary goals. Value-based goals can bring other things but it is the value/intentions that matter.
  • Locus of control is important – the more control you feel you have the more empowered you feel. There are always thing you have no control over and feel powerless in front of but resilience helps you with that by letting you focus on things that you CAN control, little things. As a teacher there is only so much you can do and then the students have to put in the work.
  • Perspective is important – look at the bigger picture, see negative events as a part of this rather than the whole picture, so then you will be less likely to give up. Zoom out, look at things in the context of the whole not as all-consuming. A positive outlook now might look like believing that things WILL change, even if you don’t know when or how.
  • You need to build a sense of self, confidence in ability to get through things.
  • Relationships are important, and reaching out to people. Treating yourself as someone that matters, including to other people, being as kind to yourself as you try to be to other people.
  • Humour is also very important – the more able you are to able to find something funny, the better you will feel.

Going forward

  • Assess your stress – is it long term or short term? Deadlines? You might have no choice but it is for a short period of time. If it is long-term, you need to take more action/steps/put things in place to make sure you don’t burn out. What are your yearly pinch points? Identify them and make a plan for how you will manage them. Plan to reward yourself afterwards too!

I have done this with my final 3 weeks of term, of which one down and two to go. I also decided to take it one day at a time and not waste energy worrying about how bad it might be. So far it’s been very busy but fine. I’m not unduly concerned about the next two weeks. They will be busy too but I will get through them one day at a time and be ok. And I get a rest afterwards! I am looking forward to my holiday. I’m not going anywhere but I will finally have a good rest. (Hopefully without illness, as Christmas, and without everything being about to kick off, as Easter. There might be local restrictions but it won’t be the first time, so there is that!)

  • Make sure your routine prioritises wellbeing. Routines often revolve around obligation but you need to revolve it around your wellbeing as well, as another key priority. Allocate time to yourself and hold on to it. Doesn’t have to be big things – going for a walk, trying a new class, therapy, whatever you need.

So important! My “me-time” is before work early morning running or cycling, having a lunch break (sitting in the garden when the weather allows), having my hour of yoga, meditating and piano between work and dinner time, and having my bath in the evening before bedtime. And weekends are girlfriend time. All of this contributes massively to my wellbeing. 

  • Make sure you have a sleep routine that is conducive to sleep and primes your brain to be ready for it – e.g. blue light filter, don’t use devices for a period of time before bed, do relaxing activities etc.

Newsflash: you never need blue light in the devices. Filter it permanently! That is what I do and I have a lot less eyestrain as a result, even with lockdown increased computer usage. 

  • Avoid having too much screen time – be mindful of your use of screens and social media and its effect on you. Watching a drama before bed might not be such a great idea.

Bath and meditating for me. And in the bath, listening to restful audiobooks, a bit of languages on Memrise, a bit of sudoku and yes a bit of Facebook scrolling but limited. 

  • Use your summer break to do some therapy, talk through your experiences. It can be really helpful also to develop coping mechanisms for the year ahead.

I wonder about this. I think I am ok but do I/should I wait until I am not to explore this option? Not sure… 

  • Find your sense of purpose – this can be a great guard against stress and ill mental health. It gives meaning to life and helps you refocus during adversity, it helps you know how you are and live according to your values (which we saw value-driven goals are key to resilience), caring for others is important.

My relationship with my girlfriend gives me a lot of purpose. Looking after her, being looked after by her. Working on the relationship, learning about myself in the context of it. Obviously work does too. So too does my veganism. So does learning! There is so much to learn. I have enjoyed learning about brains/minds and how they work in recent months, amongst other things. Work brings lots of learning too, of course. I value connection and compassion, I value learning and being open to learning, and growing. 

  • Play is also very important. Embrace your inner child! Sometimes it needs to be held and reassured, sometimes it needs some fun and laughter and enjoyment! Play is very mindful and brings you back to focusing on the present. Put aside shame/embarrassment/vulnerability to one side and do it!

I hadn’t thought about this before, but yes. Maybe this is why we enjoy our board games and going out paddling and suchlike together so much. 🙂 

  • Reframing – thinking about stress differently. If you see it as useful, it may be less damaging. E.g. the adrenalin rush. Rather than thinking it’s awful, if you smile, you can send signals to your brain that enable you to physically experience it differently. Emotions are very physical. For example, be excited to meet a deadline because then it’s done!!  The worst day at work possible will still be over in a number of hours, even if you aren’t sure how you will get there!

I have been trying some of this! Mindfulness is helpful here because it helps you recognise the stress response earlier and that awareness helps you step out of it. 

What if there is another lockdown?

Well, this seems particularly timely, given the tighter restrictions that have been imposed on some parts of Northern England at very short notice! Fortunately not yet Sheffield. It was a shock though. The speed/lack of warning, particular freedoms (being able to spend time with people) being taken away while others are not (pubs, going to work etc). This, in combination with this session, which I attended mere hours before these new restrictions arrived, has made me realise the importance of the below. The need to reflect, to learn, to be prepared…

Now we have a direct experience to learn from.

  • What has been helpful?
  • What hasn’t been helpful?
  • What has been harmful?
  • Have a plan for your stress. Know what you need in order to help yourself adjust, know what you need from your routine and plan it in.
  • But also let go of what you can’t control, focus on what you can control i.e. how you look after yourself.
  • Let yourself acknowledge when things feel difficult without making that about who you are. We instinctively seek support when things are difficult, because of oxytocin – go with that. Human connection is important. Find out what support services are available to you so that when your body tells you you need it, you can seek it. Oxytocin is very healing. The more social contact/support you allow yourself to seek, the better you will feel long term.

I briefly talked to my girlfriend about it earlier today. She agrees that we need to prepare ourselves mentally for another period of being separated, in case that is what happens. It might or it might not. For now, even with the new restrictions if they were to be imposed on Sheffield we would be ok as we are a “bubble” and bubbles are still ok. But the government could just as easily change that, just as it changes any number of things all the time, at any point. As I mentioned earlier, what happened to Greater Manchester et al. gave me a shock. I wasn’t prepared for it at all. That doesn’t mean that from now I want to spend lots of time worrying about it possibly happening – that won’t help. But having a conversation with my girlfriend about how we will manage if it does happen, asking the questions in the list above, that will help. 

There is no “quick fix”. It’s little daily changes that can either make things worse or improve them. Working on these can have an enormous impact. Get to know yourself and what things are difficult, what triggers you have, what you can do when they do arise. Do it compassionately as you would with someone else. Allow yourself to try, allow yourself to fail, be kind to yourself always.

I’m glad I made the effort to attend. It was kind of hard in a way to focus so much attention (was nearly 2hrs worth!) on lockdown and the stress around that. I think it’s human nature not to want to think about it. But it can be done in a constructive way and given the virus is still with us, it’s important to do so. I think we need to avoid the extremes of pretending it isn’t and doing everything same as before and spending 100% of the time worrying about it and not leaving our bedrooms because it’s too scary. But I think for the human mind it is difficult to hold that balance. Total avoidance or being completely caught up in a threat response are much easier, but a lot less helpful. I think as a society we need to face it with compassion for ourselves and for others but that will take work and may be difficult in the face of a government who doesn’t “do” compassion. Still, let’s see what happens and do our best! 

Thank you, IATEFL, for the chance to attend this session! 

Rachael Roberts – Avoiding Burnout for ELT professionals

On Tuesday 21st July, Rachael delivered a webinar for Macmillan Education called Avoiding Burnout for ELT professionals. I wasn’t able to attend live but have made a deliberate effort to watch the recording as soon as I could because I really do think this topic is SO important. Here is a link to the recording, I really recommend watching it as it is succinct, to the point and full of helpful tips.

I’m not going to summarise it here, because I really think you should watch it (!!); rather, this post is my response to it.

Now, I would say, at this point in time, I am doing pretty ok mentally. Like anybody, I find some days are harder than others, but all things considered I am making big effort to look after myself and my wellbeing, and managing fairly well. I have read and watched a fair bit around the topic of wellbeing, mental health, how brains work and the like, but nevertheless I learnt a LOT from this webinar. There were lots of “oh!” and “oooh!” moments. 🙂

So, there were five warning signs of burnout that Rachael mentioned. All of them are familiar to me. Thus far in my career, I haven’t crashed and burned completely, which I am grateful for, but I have definitely been in a precarious position in that regard. I would say these days I am much better at recognising when things aren’t right and doing something about it, and I am lucky in that I have a supportive line manager to turn to at such times. For example, last term, towards the start of our sudden shift online, probably not a lot more than a week in, my stress levels were through the roof because there was so much to adjust to. I’m sure this sounds familiar to a lot of you! For me, the major stressor was a massive increase in the amount of time spent in meetings, which took place on Google meet, that Covid strategy management required. I’m not a manager but I am an ADoS, and in that role collaboratively played an active part in negotiating our programme’s way through those muddy water, which involved attending a substantial number of lengthy meetings. At that point, I genuinely thought I was not going to be able to cope with the term and would end up getting signed off work for stress and I thought that I would be judged negatively for my inability to cope; everybody else seemed to be able to. So then I had to choose – keep struggling along until I went splat or say something. I opted for the latter and initiated a discussion with my line manager via email, which led to a (ironically!) video chat. I was lucky – my line manager was very reassuring and encouraged me to do whatever I needed to in order to manage better, including not attending some meetings and catching up the content from my co-ADoS. I also tried to work out what it was about these meetings that was so problematic, why they physically hurt and discovered the term “Zoom fatigue” which you may be familiar with. This enabled me to come up with strategies to make things easier for myself/my brain – namely, only have my webcam enabled and everybody else’s on screen at the start of the meeting and then switch mine off, and hide everyone else’s. Between that and knowing that I could opt out of a meeting if I needed to, stress returned to manageable levels.

Why the long and wittery example? To highlight the importance of being aware of the signs that things aren’t right for you – the alternative may be ending up like the frog in the metaphor Rachael used to illustrate how burnout can creep up on you. (Watch the webinar to see what I mean!)

As far as Rachael’s tips go, again, I thought I was pretty on this. I didn’t expect to be surprised or pick up anything particularly new. However, all the research she described about the links between the level of organisation in your environment and the level of stress your brain feels was new to me (really interesting for a brain geek like me!) and I discovered that I could really help myself by sorting out my email according to the system she described. Bleugh inbox. It’s…very full. So, it might take a while to get there but I’m game!

To understand what this ^ means properly, watch the webinar 🙂

I also learnt more about something very dear to my heart – to-do lists. (Who knew they have an effect on how safe or not the brain feels!) I love a good to-do list. Some weeks more than others (I use them more heavily when I need the motivator of crossing something off a list having done it to make me do it!). Rachael’s prioritising system is something I might actually adopt to refine my to-do list usage. I think it was Sandy Millin who described to do lists as a way of outsourcing memory. Outsourcing memory is helpful (hence my recent blog post series about teaching online – those posts will all be there come September when I teach again for me to refer back to and implement what I learnt this term!). Finding a way that works comes down to personal preference (e.g. a colleague of mine swears by Trello, which is useful as it is a collaborative to do list, but I’ve not managed to get into it as yet.) Anyway, I look forward to seeing if Rachael’s system will work for me. I anticipate yes because my current system will integrate quite easily, I can already picture how it will look. <happy Lizzie thinking about to-do lists!>

Another thing I apparently need to try is the Pomodoro technique, which Rachael described very clearly. Particularly timely as there will be a LOT to do in the next 3 weeks (assessment weeks, which are always fraught in our Term 4 because it is shorter than all the other terms, but even more so than usual this time round because of how assessment now works due to Covid19!). Time pressure is always stressful, so having a technique to try which should help me make more efficient use of time has to be a win. 🙂

The final thing which stood out from the practical tips was about set-up, having the right set-up. Rachael helpfully described that. I’d like to add another possibility to what she said (so watch the webinar, then include my possibility and you have options!) – standing desk and large monitor plugged in to laptop (As Rachael said, most of us who have been thrust into working from home have been using a laptop and I am no exception!). I don’t have an office at home, so it quickly became apparent that I needed to do *something* in order to have a suitable set up, despite lack of substantial space for that.  The first thing I did was order a standing desk – you can get them quite cheaply. The one I have is adjustable for height and angle of the desk surface. It is also small. It holds my laptop and a notebook on the main desk and I can fit a few little things on the little shelf underneath.

Total game-changer. However, very small screen. 13inch. When you spend a lot of time looking at things on a screen and doing things like assessing writing requires looking at a piece of work and a set of criteria ideally simultaneously, it’s a royal pain in the butt and you lose a lot of time switching between windows and squinting at very small things (enter eye strain headaches!). Solution: buy a large monitor, buy a monitor arm which you can affix to your standing desk and bingo! So now I type on the laptop keyboard which is the right height to type but look at the monitor which is the right height to look at and BIG. So I can have multiple windows open and use comfortable font sizes. Ok I’ll take a photo of the full set-up (the photo above was after stage 1 just!)

This particular standing desk has wheels, so can also easily be moved out of the way when not in use. In practice, it is ok where it is so stays put but it is a useful feature. My final piece of advice about set-up would be to change your screen settings to activate the blue light filter. Research shows that blue light has a negative impact on sleep if absorbed by the eyes too late on in the day and it is widely recommended to use blue light filter on devices in the evening. I say use it all the time! No blue light needed! On my “old” macbook (this one) this is not inbuilt but I could download an app that does it, newer macbooks have an inbuilt setting, Windows have a thing called “Nightshift”. It makes screens SO much easier on your eyes. Another real game-changer and so easy and FREE.

Having talked about practical tips, Rachael moved on to the question of mindset. For example, she talked about unconscious beliefs and how they influence our wellbeing. For me, the biggest change to my stress levels at this time in the term has come about as a result of letting go of the unconscious belief that life should be fair. It isn’t. But oh how my brain would rebel when work expectations seemed “unfair”. Result: stress response (all the physical stuff) being fed by this notion of unfairness. Letting go of the “unfairness of it all” frees up energy for dealing with the actual issue – I will be extremely busy and under pressure in the next 3 weeks, what can I do to help myself get through that? and conserves energy for when it all actually kicks off. Another similarly unhelpful belief is that certain things shouldn’t be difficult, such that when you find something difficult you have a stress/anxiety response to the difficulty as much as the actual thing itself. Result: maybe you avoid the actual thing because your stress/anxiety response is so intense, avoidance is the only thing that relieves it. Whereas if you acknowledge something is difficult and that it is ok for it to be difficult because sometimes things ARE difficult and that is ok, you free yourself up to focus on managing that thing rather than being afraid of it. What are yours? How could you make them more helpful? Worth watching the webinar to see what Rachael has to say about unconscious beliefs!

Amongst other things (watch the webinar!), Rachael also said we should treat ourselves as teachers like athletes treat themselves. I.e. look after ourselves in body and mind. I like this – to function effectively, to help others, we need to help ourselves. My manager encouraged me to look after myself how works for me in order to manage better (managers, it is really important to be explicit about the importance of looking after yourself when dealing with teachers – they may otherwise assume you don’t think it’s important and subconsciously feel it is not ok for them to prioritise their wellbeing when in fact it is central to their ability to function effectively in their role. As with my example about me at the start of this post – as it is, I am doing fine. It could just as easily have gone the other way without that supportive response from my line manager.

The final aspect of mindsets that Rachael talked about was Mindfulness. If you have followed by blog in the last year, then you will know that Mindfulness has become a big part of my personal and professional life – both in terms of informal day to day Mindfulness and the more “formal” meditation side of things. Listen to what Rachael has to say about it – she is right! I can vouch for it with my own experience. It has made such a difference.

The next and final part of the webinar was about what schools can do to help. Though I am not a manager, as a module coordinator I do lead teachers on the teaching side of things and at this point in term that is a bunch of rather frazzled teachers with a lot on their plates. So this part was of great interest to me. I hadn’t come across this article before, that Rachael mentioned to begin with – Teacher wellbeing isn’t compulsory yoga and cakes Tom Rogers. Teachers’ wellbeing depends on them having two things – time and respect. – have you? She made some very interesting points, most of which implementation is above my pay scale but I want to pass on some of the ideas to my programme leaders as I think they will be receptive to them (indeed some of them we already do, though I think it all falls apart a bit at key pressure points…). Any managers out there, please at least watch this portion of the webinar (it starts at around 42 minutes in and finishes around 47.22 so not exactly heavy on time!) but ideally the whole thing 🙂

What really struck me overall about this webinar was that for a webinar dealing with a potentially negative topic, it managed to stay positive throughout with its focus on what we CAN do as teachers, as managers, as humans to make a job that will always be stressful to varying degrees by its very nature more manageable and enjoyable.  Relating to this webinar, Rachael runs a great Facebook group aimed at educators that I am in, called Life Resourceful – Lightbulb Moments, in which she does lives, hosts guest lives, and regularly shares interesting content as well as posting thought-provoking questions and statements for discussion. It is one of those rare things on Facebook – something consistently uplifting! Well worth joining. She also has a website with lots of useful content such as free downloads and all her blog posts (which she shares links to in the Facebook group too). NB I am not getting any kind of commission for promoting the webinar or the Facebook group or the website. I just really believe in what Rachael is doing and have benefited enormously from it. Thank you, Rachael!

 

 

One reason why blogs are useful!

Today I did something very radical. After I finished planning my lessons, I took off all my hats (or put them all on at once?) and decided to update my scholarship log. To explain, here at USIC/ELTC@The University of Sheffield, our schedules include 3hrs per week scholarship time, with the freedom to use it as we please as long as it is CPD-related. The TD team (including me) provide support/ideas for this through the bulletin (my current baby), and a varied programme of workshops. In order to monitor this/hold teachers accountable for it, we have to log what we do on a template provided centrally which we all make a copy of and share with our line managers. So back to today, which indeed is in February so actually (terrifyingly enough) not hugely far off half way through the academic year, I finally got round to sorting mine out for this year (new version each year required so that the document doesn’t get too unwieldy!). Which translates as being faced with trying to log, including dates and time spent, everything I did CPD-wise last term. Can I remember off the top of my head? Hell no. If I asked, I would have said well I did my SFHEA, suppose I haven’t done heaps else otherwise. However, fortunately, most if not all of the CPD I do includes an element of reflection carried out via my old friend, this blog.

In fact, it turns out that last term and into the beginning of this one I have:

…which is actually a fair chunk! Thank you blog for being my memory and reflective aide!!

Having done all the scholarship log updating and looking through my blog in order to do so, I am filled with fresh enthusiasm to add more, albeit time is not often on my side! 🙂

So that is just one reason why blogs are useful! Of course there are many more…

How does your blog help you (unexpectedly)? 🙂

IATEFL Webinar: What makes a good language teacher? (Carol Griffiths)

It is Saturday 2nd November 2019 and Carol will be talking to us about what makes a good language teacher. Slightly more than a decade ago she did a book about the good language learner and now is doing one from the teacher’s point of view. The ideas she presents today come from this book that will soon be available.

She starts by saying teaching is a very demanding profession. The hours spent in the classroom are only the tip of the iceberg. What are the characteristics of a good language teacher? Do we define in terms of qualifications, student success rates, popularity ratings, experience? All these have their limitations. The good teacher is a hopelessly elusive notion – and what is good anyway? However, she will attempt to throw some light on the factors that contribute.

Carol suggests that in order to be good a teacher needs to be autonomous, reflective, culturally aware, sensitive, knowledgeable of things like ELF, methodologies, feedback techniques, assessment procedures, and be able to manage all sorts of things from relationships, to grammar, to vocabulary, to skills. She wants to take a human perspective, recognising that teachers are not machines but real human beings with feelings, needs identities and lives of their own – which she believes is an underrated aspect of teaching and learning.

Identity

Learner identity has been around for a long time, recognised as a powerful force but what about teacher? (e.g. Barkhuizen 2017) but what about teachers? Only recently being recognised as much as it should be. What a teacher does in the classroom and the effect this has on the classroom is connected with it.

Cognition

Teacher cognition = knowledge, thoughts, understanding, attitudes and beliefs – influence what teachers actually do and the way they do it. Although their cognition is recognised, also by themselves, good teachers are able to adapt as the need arises, flexibility is important.

Intercultural awareness

An extremely important goal in education. One goal is to heighten learners’ sensitivity to different ways of seeing others. Can be profoundly motivating for learners. Arouses interest in them and therefore the teacher doesn’t have to struggle to raise it.

Reflection

We have to think about what we are doing, an important aspect of CPD and teacher reflection whether on or in or for action, it is important for the enhancement of situated cognition, teaching process and sound decision-making

Autonomy

An indispensable characteristic. Need to be able to create links between theory and practice. Need to overcome contextual constraints. Autonomous teachers are reflective and self-directed. Tends to promote learner autonomy as well.

ELF

This has aroused a great deal of controversy. Hotly debated. The relative importance of accuracy over intelligibility. This can be problematic. Which is more important. Given that students have to pass exams, and are expected to pass exams, this is an important factor which good teacher, all teachers, have to consider. You can’t just do as you like. In the face of these conflicting questions, we need ELF aware teachers who can exercise judgement within context. Needs to be developed at the teacher training stage. By the time the teacher is in the classroom, survival is the priority. If they are already ELF-aware, then hopefully this will come through in what they do in their classrooms.

In addition to these macro-perspectives, there are other things that teachers need to be aware of. In terms of method, good teachers are aware of different methods and ways of doing things and will choose what best suits their learners. Adapting what they do to meet the needs of their students. Technology is another important factor, it is everywhere these days and it is important to get up to speed with it in the classroom.

Classes are full of individuals and we have to manage to accommodate these individuals. One class is never the same as another. The individuals in a class dictate what is useful, good, interesting etc. Differences may include cognitive, affective, societal. Good teachers factor individual differences into their classroom practice.

Assessment – we are expected to assess our students regularly. We have to equip ourselves with strategies for doing this. How they are assessed can have far reaching effects on their motivation and trajectory. Very serious. Good teachers need to be assessment literate, well-versed in the use of assessment tools.

Classroom management is essential – without it a classroom is chaotic. We have to develop ways of managing a class effectively which can at times be challenging. Good management will promote learning. Good language teachers are able to adapt their own personal style to adapt what is required to suit a particular class.

Corrective feedback – lots of ways to provide this which we come across in training and through experience. Another area which can be challenging. Students tend to expect it. If you don’t correct them, they think you aren’t doing your job. It’s something that we do have to consider very seriously. Overcorrecting or correcting the wrong kind of way can be demotivating. Knowing how to correct well and effectively is an important skill to develop as a teacher. Need to provide appropriate feedback according to context and learning targets.

Relationships – often underestimated but gaining in recognition for its importance. The teacher is an important person. Learner-centred-ness goes back to last century and is important but the greatest single influence on what a student learns is the teacher and relationship with the teacher, the quality of it. It is a great responsibility. Our relationship with students also contributes to our own motivation and job satisfaction in a demanding job.

Strategies. What do we actually do in the classroom? What are we required to present in the classroom? Language learning strategies have been studied extensively from various viewpoints. Controversial but that is not for this talk. In Carol’s research, the best students use a wide variety of language learning strategies and they use them frequently. These students outperform those who use strategies less. Not always that simple but overall. It is also important to develop teachers’ awareness of strategies and their perceptions and beliefs about these strategies. Need to be aware of the need to promote strategies, provide modelling, whatever it takes to encourage students to use their own strategies. This relates to autonomy, helps learners to be autonomous. They need to learn to do it for themselves, the most useful thing we can teach them.

Pragmatics. Long considered the Cinderella of the language learning scene. Probably still underdone in relation to other areas but has received increasing attention. Important that students know when is appropriate to use particular vocabulary when they learn it. While a student may know both vocabulary and grammar, they may not always know how to use it in a real life situation. Good teachers are aware of the need to develop their pragmatic cognition and assess their learners’ pragmatic competence.

Vocabulary is important. You can’t say anything without it. In recent years study of vocabulary has been revolutionised by the use of corpora. Dunn and Webb (2020) say that teachers have four roles with regards to teaching vocabulary – planning, training, testing and teaching. Need to set goals, select activities, evaluate progress and train learners.

Grammar. There is consensus that it needs to be taught but not about how. How it should be introduced, practiced or corrected. However, it is agreed that learners need the opportunity to practice and automatise their use of it meaningfully.

Pronunciation. A slightly thorny one. Teachers often dodge around pronunciation. Carol says it is because grammar is reasonably easy – you can refer to a book to know what is correct. With pronunciation, it is pronounced in so many different ways. It goes far beyond the British-American dichotomy. Even in Britain it varies enormously from place to place. What do we teach? What do students want to learn? Some kind of model needs to be decided on and students themselves need the freedom to choose how they want to pronounce the language. The idea of whether pronunciation is right or wrong has become unfashionable, the question of intelligibility is more important. Somehow the importance of speaking the language has to be dealt with and the teacher has to deal with these issues.

Listening. Not developed merely through exposure or repeated tests. Need to seek to develop orchestration of skills and strategies, which can be facilitated by metacognitive awareness.

Speaking. Another very important skill. Good speaking allows students to participate in social and academic interactions in an environment when the language is spoken. There is often a lack of explicit instruction of skills and strategies needed. Exam washback is an issue. In the end, what passes the exam doesn’t necessarily mean that the learner can perform in the target language environment. Good language teachers help learners to develop spoken accuracy and fluency and heighten their metacognition to regulate their own performance, and also realises that speaking in an unfamiliar language can feel threatening. If a student makes mistakes, it’s important that the teacher supports and encourages them to continue and keep trying.

Reading – the mainstay of previous language learning programmes. Although it’s long been regarded of a cognitive process irrespective of context, there is an ecological perspective which is getting quite popular – the context of the learner environment is important. As with other things we have talked about. Every environment has a mixture of affordances and constraints. Good teaching arises through interactions between people in a particular context. Reading is still very important and should not be underestimated. A book is much more patient than a human listener. You can learn a lot from reading and go back and read again, check the dictionary. We should not underestimate the importance of reading.

Writing is the last skill to develop after listening, reading and speaking. Not everyone is good at writing even in their own first language. Even more difficult in a foreign language. If we’re teaching students who are going on to university, it is an extremely important skill. For us as teachers if we want to going to publishing and for students. It is a process. It doesn’t just happen. You don’t just write something and its perfect even in your own language so can’t expect it from students. Can’t pick up a manual and read the rules, you need to practice. Teachers need to not only have an interest in classroom practice but also writing and learning about writing. Those teachers who do writing themselves may be better able to communicate enthusiasm to students. Good teachers need to adapt to different genres and requirements. We need to lead students through the process.

Burnout. Teachers are very prone to burnout. The time we spend in the classroom, as said before, is only the tip of the iceberg. Teaching is a performance and stressful, so it takes its toll. Attrition is high among teachers. Good language teachers have ways of coping with that stress. It is a real issue and needs to be talked about more. Carol says of teachers she has trained, few stay in for very long as it is too hard. Some don’t even go on to teach after the training course. Good teachers need to find ways of dealing with it in order to stay in the profession, as the job is extremely challenging and demanding. This issue needs more attention and discussion.

Conclusion: good language teaching is multidimensional. Not just one thing. can’t say you have qualification x therefore you are a good teacher or you have experience therefore you are a good teacher. It is more complex than that. They know about all of the things mentioned in this talk.

The book is/will be called Lessons from Good Language Teachers.

Interesting webinar. Feeling reflective as I come away from it!

 

TD Workshop – Mindfulness in Teaching

Yesterday (30th October 2019), I delivered a workshop at the ELTC called Mindfulness in Teaching.

I started by asking participants to articulate how they were feeling, what emotions they could notice and what sensations they could feel in their bodies. Then we did a quick meditation (the one that I normally use at the start of my classes with students at USIC). Then I asked them again how they felt, to notice the difference.

The outline of my session was as follows:

What is Mindfulness?

I asked everyone (I say everyone, there were three attendees plus the other TD coordinator!) in pairs to discuss what they understood from the term mindfulness and then shared a definition taken from Emma Reynolds’s recent webinar on Mindfulness for Macmillan Education:

“Mindfulness is being aware of what you are doing, whilst you are doing it, without judgement.”

(The ‘without judgement’ bit is important, as you can be very aware of what you are doing when you are resenting every moment, which is not mindfulness!)

Why use it ourselves?

I gave this equation as the basis for my explanation:

“Stress management + greater enjoyment = better wellbeing”

Talking about stress first, I borrowed from Emma Reynolds again, asking participants if they ever felt stressed (and of course the answer was yes – everyone feels stress!) and then using that as the basis to talk about what stress is i.e. the result of a chain of processes that starts with a trigger. The trigger is anything, whether internal or external, that the amygdala perceives as a threat. When a threat is perceived, the amygdala pushes the thinking part of the brain out of the way and swiftly prepares the body for fight or flight (or possibly freeze!). A useful survival mechanism when tigers and the like were a regular issue, not so useful at work. Mindfulness enables us to interrupt the mechanism and engage the thinking part of the brain, meaning we can manage whatever is troubling us better.

In terms of greater enjoyment, I explained that this is because mindfulness means being more present (without judgement) and spending less time ruminating about past events or worrying about future ones (or indeed resenting current ones). As well as being a relief (as we do not have to be a slave to our thoughts and wandering mind), this means that when we are doing something enjoyable, we are able to enjoy it more.

How?

Here I talked about formal practice (meditation – no need for bells or being crosslegged!) and informal practice (bringing awareness to everyday activities, savouring things and bringing gratitude to experiences). I signposted 30 ways to Mindfulness which is a pdf that is available to download for free from the Life-Resourceful website to give participants of specific ideas for how to do this.

Using it with students

Having discussed the benefits of using it ourselves, I moved on to talk about possibilities for using it with students. This part of the talk then drew on the session I did with teachers here at USIC at the beginning of term but with an additional aspect of informal integration of mindfulness into lessons. First I myth-busted using meditation with students (it’s not just for monks, they won’t think you are crazy, you don’t need to be a mindfulness expert to do it, it’s not a waste of time or weird) and one of the participants added the question of religion and whether it might be seen as dogmatic. I explained that mindfulness meditation is not religious, as there is no deity involved, and is simply paying attention to the present moment through the senses.

How?

After myth-busting, I talked about how I set up using mindfulness meditation with students: handing out a printout of the meditation, getting them to discuss what it was, the purpose of it and potential benefits of using it regularly and at the start of classes. The idea is to get some buy-in from the students. Feedback from my students (you can see it in this post), which I displayed and let speak for itself, was resoundingly positive. Since collecting this feedback, some of my colleagues have also started using mindfulness meditation with their students and I have started doing it with my new groups this academic year. Here is the feedback from the three students from my group this term so far who have completed my mid-term course questionnaire, in which I asked a question about the meditation:

(I will update this when they’ve all done that bit of homework!!)

As well as doing a meditation (concentration training, basically!) at the start of class, I have started to try and integrate the concepts into lessons by trying to raise students’ awareness of how the brain works. That is to say, the mind wanders. It is normal for the mind to wander, that’s what it does! The trick is to notice when it wanders and bring it back to the present moment. Notice again, bring it back again. And again. And again. Many times over. This is crucial for example when students are listening to a lecture recording in a listening class or exam. If they lose concentration, they miss vital information. And they WILL lose concentration (see above!). Therefore it is of value for them to be aware of this and to train themselves to notice when their mind wanders and bring it back. The sooner they notice, the less information they will miss. I used this image to introduce this idea to my students:

Another aspect of Mindfulness that can be helpful for students is in the context of nerves for example before an exam or presentation. Nervous stress/anxiety is the result of future worries (what if I don’t understand the recording? what if I forget what I am supposed to say? what if I fail? My parents will kill me etc). It happens to us all but it is something that mindfulness can help with. By noticing the stress response and re-engaging the thinking part of the brain (by reconnecting with the body, through the senses), we can calm down and deal with the situation more effectively. (Let’s face it, if the thinking part of the brain is re-engaged, the exam or presentation is much more likely to go well than if the lizard brain is in charge sending us into panic mode!)

This brought me to the end of the session, and I finished with my top tip for when your mind is racing (e.g. when you are trying to sleep), which I actually got from Padraig O’Morain: Focus on your feet. Your feet are the part of your body furthest away from your mind. If you keep bringing your attention to your feet (and your mind will keep trying to take it away again of course but just bring it back to your feet and repeat and repeat), eventually your mind will realise you aren’t listening and calm down. I use this tip often and it is very useful in the context of falling asleep! 🙂

These are the extra resources I shared at the end:

Do you use mindfulness? Yourself? With students? Would love to hear what your favourite mindfulness techniques are, if so, so please do comment! 🙂

 

Macmillan World Teachers Day Online Conference – Emma Reynolds: Mind full or Mindful?

On the 2nd October 2019, Macmillan Education hosted an online conference in honour of World Teachers Day. I managed to tune in for Emma Reynolds who presented second, though I had to leave before it finished as the day was running late and I had a meeting to attend. I have finally caught up with what I missed via the Youtube recording of the event. (Check it out if you also missed out!)

Emma is an MBSR-accredited teacher who lives just outside Barcelona. This is her website and here is the Macmillan recording (again) but cued to her session (which I really recommend watching – she delivers it in a very engaging way and you get to experience mindfulness rather than just read about it in my blog post!)

Her session was called…

Mind full? Or Mindful?

She started by inviting us all to close our eyes and just notice sound. That could be sounds in the room, sounds outside, even the sound of our own breathing. Then we were asked to notice our breathing and the movement of breath in and out of the body. In other words, a very brief awareness of sounds and breathing meditation. A quick, easy way to get back in touch with the senses, which is one of the key elements of mindfulness.

Then she told us that she usually starts sessions like this by asking participants to put their hands up if they have ever experienced stress. Of course, everyone puts their hands up. Life is stressful. Being human is stressful. Being a teacher is stressful, it is a stressful profession. Emma proposed to offer us some practical tools for teachers to bring to classroom experience, to calm nerves, to deal with emotions, to avoid the spiralling mind, so that we can be present with our students. As one of the webinar participants said, though, these aren’t just strategies for the classroom/workplace, they are strategies for life.

We moved on to the following questions:

  • what is stress?
  • how does it feel?
  • how does it affect us?

Emma invited us to think of something that had happened in the last week or two (not a really big, traumatic life experience, just a run of the mill stressful situation), to close our eyes and put ourselves there for a moment, to picture where we were, what we said out loud and what was said inside ourselves. Then we had to feel it – how does it feel in the body? Where in the body? Is it a tightness in the chest/belly? Tension in the neck muscles? Faster breathing? Pounding in head? There is an actual physical experience.

When something stressful happens, we start with a thought process, which then fuels emotions which then show up in body sensations. That is the fight or flight system in our brain kicking in. That system is a survival mechanism which all humans and animals have. It responds to threats by preparing us to fight, freeze or run away. All the physical ‘symptoms’ of stress are connected to it. It is the body being told by the system “We need to do something and do it NOW!” Which was useful when we were faced by sabre-tooth tigers back in the day but how useful is it when it’s triggered by an email arriving in your inbox? Or a chance comment from someone? Probably not very.

The fight-flight system, Emma explained, is a very finely tuned mechanism, like a hair trigger. And if you are tired or overwhelmed, then even more so – one small thing can make you explode. She talked about the amygdala area of the brain, which is the primitive alarm centre that acts on instinct and the pre-frontal cortex which is rational, thinking part of the brain. She asked us to imagine walking down the street, not concentrating, when a bus starts coming, we step off the pavement, the bus might be about to hit us but then…we’d be propelled back onto the pavement. Without thinking about it, it would just happen instinctively, spontaneously. The image of the bus would hit the retina of our eye, trigger the alarm system and flight would get us back onto the pavement. The prefrontal cortex gets flipped out of the way by the amygdala and it happens in milliseconds – “before we know it”. It is very reactive, which is useful for running away from tigers but not at work. At work it looks more like receive a rude email, reply, send, and then “oh…er…oops…”. Stress, frustration and anger have the same effect as the tiger. So we may be reactive to situations, shouting at a class, being rude to someone, feeling cut off from everyone.

What can we do about this? How can mindfulness help? Everyone has that reactivity, the amygdala brain area, but we can learn to notice and bring back control to the thinking part of the brain. The mind is often full of thoughts:

It wanders off into the past, rehashing situations that have already happened, or the future, planning all sort of things e.g. what if this, what will I do when; projecting usually stressful, worrisome thoughts about the future or “if only” about the past. The brain has a negativity bias, or a tendency to look for problems/scan for threats. It likes to worry about how to fix things that may or may not happen in the future. I.e. imagined problems, so trying to fix things that aren’t actually there. This means that you are here but your mind is not. You are not present. And that means you are missing the positive present moment experiences. Emma suggested next time we are in the shower, to try to be present – be aware of the smells, the sounds, the sensations. That is an example of getting into the senses and out of the mind.

Children are all about the senses but as we become older and socialised, we lose contact with the body and get stuck in the mind. Lots of stressful ruminating results. Emma told us about a Harvard study which found that we are lost in thought 47% of the time. In other words, stuck on autopilot. There was an app that pinged participants every so often and asked them What are you doing? What are you thinking? And it would be something like having dinner, thinking about tomorrow’s presentation. What are we missing? The shower, the food, the lovely sensations, the appreciation, the excitement, in other words enjoyment of now. We are always somewhere else.

Automatic pilot is not bad. It can be useful. For example, riding a bike we can just get on and ride without thinking about it. We need a certain amount to function in life. However, it is not useful to be stuck/lost in thought all the time, or stuck in the present moment being judgemental of it. (“I don’t want to be here. I don’t want this. This is bad” – resentment, stress.) Mindfulness can help us here. Emma’s definition of Mindfulness is knowing what you are doing whilst you are doing it without judgement. And the without judgement part is important – we may often notice what we are doing but in a resentful/judgemental way, ruminating. Mindfulness allows us to notice what is happening and step away in a non-judgemental, kind way. It is a way to step of the the cycle and start to do something proactive to calm down and get the thinking lid (prefrontal cortex) back down, so that you can deal with the situation creatively and with wisdom.

Emma then talked to us about formal and informal practice. She said the formal practice, meditation, is a loaded word but it’s really just sitting down, being quiet and tuning into sound, breathing and the body. Informal practice is noticing the senses, or information from the senses, in the present moment, for example in the shower or brushing teeth or eating. When your mind is full of to do list or worrying, tune back into the senses and what is happening now. Notice the sensation of feet on the floor. She explained that we can send our concentration/awareness/mind to different places, e.g. the feet. The untrained mind flies about all over the place, training awareness can bring it back., place concentration where you want it to be. When you notice it wandering, you can bring it back. The more you practice, the less and less it will wander. She likens the mind to a puppy. When you are training it to sit and stay, it will keep wandering off every two minutes but practising over and over and over, giving praise, reward, treats, bit by bit the puppy will stay. The same goes with mindfulness. We need to practice over and over but in a kind, non-judgemental way. Notice the mind has wandered, not get frustrated, just gently bring it back.

All of this is also relevant for students. When they get angry or upset, it means they are flipping their lid, and as teachers we can recognise they are stressed and feeling threatened, and help them bring their thinking lid back online again.

Bring awareness to thoughts (gentle curiosity). What is the narrative? What emotions are in there? How does it show up in the body? Curiosity is key.

Emma told us about the “3 step breathing space” activity:

  1.  How are my thoughts? Allow thoughts be, just noticing but not getting caught up in a narrative. What emotions are here? How am I feeling? Where is it in my body?
  2. Centre attention on the breath.
  3. Become aware of sounds or the body.

This can be done very quickly to bring yourself back to the present moment with kindness, care, compassion.

Emma said that the language we use is very important here. “There is anger here” not “I am angry” – the former gives us some distance, allowing it just to be, noticing how it feels in the body, recognising that it is just that system response. Then we give the mind something to do e.g. focus on the breath. You can do it whenever and wherever you notice yourself getting stressed/frustrated, to break the cycle through the moment of awareness.

Then she gave us some other activities we could try:

  • “Look up and smile”

If you are feeling a bit stressed, e.g. before you go into the classroom, look up and smile. It releases good, positive chemicals in your brain, even if you don’t feel like smiling. Then you can enter the classroom with better energy.

  • Frame things differently

The thought “I’ve got so much to do” usually hunches you over and makes you feel very heavy very quickly. Instead, straighten up and shout it out loud (as if you are excited about it!) How we frame things can make us feel better. Sensations of stress also accompany excitement. It’s the same sensations but a different narrative/framing.

  • Labelling

Stop the alarm bell by labelling what is going on. “There is anger/frustration/tiredness here”

  • Take in the good

Consider what is good right now in this moment. This counters the negativity bias.

  • Create calm moments

There is so much bombarding us these days, that our minds can’t tell the difference between real threats and perceived threats. The stress response happens just the same – we get adrenaline and cortisol flowing. But what we need is the calm, soothing rest and digest system, to give the fight/flight system a break. One way to do this is slow down. E.g. walking, try walking a bit slower, noticing how it feels, what you can see, hear and smell, to take you out of the mind and into the body.

  • Traffic light bell

(She suggested this during the Q&A but it fits in with this section of practical suggestions.) Use red traffic lights as a mindfulness bell: instead of getting irate because it is delaying you, think “ah, red light.” And do the 3-step breathing space activity while you wait. Then you are back with a choice, you can choose not switch on the negative complaining narrative about the red light.

Emma gave us the secret that repeated behaviour, whether good or bad, gets wired into the brain and becomes more likely to be triggered in the future. Mindfulness gives us a choice to respond differently. Ultimately, if what you are doing doesn’t serve you, do something differently. Mindless chatter generally isn’t serving.

She recommend using apps such as Calm, Headspace and Insight timer, and doing an MBSR course. Once you do such a course, you could then train to become a mindfulness teacher and bring it into your school.

She finished with this lovely quote: Happy teachers will change the world. 🙂

A really fantastic session, great to see it as part of the Macmillan World Teachers Day conference line-up!

University of Sheffield Workshop – Inclusivity: The Fundamentals (24/10/19)

Today (24th October – starting to write up on same day as attendance, remains to be seen if I will finish same day as well!), I was able to attend a workshop run by the university which focused on inclusivity. (Previously I have also attended workshops about mental health and supporting Chinese Students – there’s lots of good stuff available, it’s a question of whether or not it clashes with your timetabled classes! Today I was lucky again!)

Inclusivity: The Fundamentals

The Elevate team started by saying that inclusivity is a broad topic and that today’s session would provide an overview of current inclusivity best practice and tips on how to develop an inclusive curriculum/learning environment.

Inclusivity is an umbrella term and definitions with regards to what is included within it have changed and developed over the years. 10 years ago it was limited to specific support for students with specific disabilities: it was limited and focused. Now, it includes all of the following:

  • support for specific disabilities e.g. dyslexia
  • support for international students
  • accessible measures that benefit all students
  • sense of belonging
  • retention/success
  • decolonising the curriculum

One aspect of the university’s current teaching and learning strategy is as follows:

“Developing inclusive curricula, to close attainment gaps for students from under-represented groups and to foster a sense of belonging for all students, with equal opportunities for all to succeed.”

Good inclusive practice and good teaching/learning practice have a lot of overlap. Our first task was to think about and discuss what we already do that is inclusive. People from various different university faculties/departments were in attendance, including two others and myself attached to the ELTC (one from the main ELTC, one who mainly does DLP, while I of course hail from the USIC arm), so it was interesting to hear from a range of subject areas.

My brainstorming points were:

  • scaffolding in terms of assessment (KIP 4)
  • formative assessment that teaches students how to approach summative assessments (KIP 4)
  • clear instructions (KIP 1)
  • variety of task types (KIP 2)
  • using models (KIP 4)

(Interestingly, a colleague from the journalism department, upon hearing that I work at USIC, told me that the students they get from us are often reticent to speak up, and one way of overcoming that which she has used is to incorporate mobile phones into activities, for example by using Padlet for brainstorming.)

What is a KIP, I hear you asking?

KIP = my shorthand for Key Areas of Inclusive Practice, of which there are 6:

  1. Academic Community
  2. Classroom and Accessibility
  3. Technology
  4. Assessment
  5. Feedback
  6. Evaluation and Review

We looked at each area in turn.

1. Academic Community

Why is this important? The more somebody feels part of and represented in a community, the more they will achieve. They need to feel they have a place. As teachers, we need to bolster that feeling. We need to remember that this is an unfamiliar, intimidating environment for students who come to us and to help them feel at ease. We need to respect their identity e.g. call them by the name they wished to be called by (I always ask students what they want me to call them!) and use the pronouns they want us to use for them. In this way, they will feel more accepted.

Language use also comes within this area. Basically, use plain English! Of course, this is an issue more for university departments, as ELTC folk are used to grading language for obvious reasons! It’s nice to see that the importance of not being jargontastic and of explaining specific terminology clearly is being highlighted at university level.

It’s also important to involve students by letting them have opportunities to feed back (in a variety of ways) so that their experience of your classes is communicated clearly to you and can help inform what you do.

2. Classroom/Accessibility

Accessibility is not only about the physical space (e.g. the classroom), but also about how materials are presented and how lessons are delivered. For example, classroom materials should be representative of the students you are teaching. It is also important to get to know your students and what they are bringing to the room, as their prior learning experiences may be very different from what you are expecting of them in your classes. Using a variety of activities means that you don’t repeatedly advantage or disadvantage particular groups of students. Neurodivergent students may be excellent lateral thinkers, in activities which require this their peers can learn a lot from them.

The university has a lot of support available. It would be helpful to signpost different aspects of it to students at point of need e.g. highlighting the existence of WAS to students about to embark on their first essay assignment. Try to look for opportunities in the curriculum where different things could be highlighted/referred to.

3. Technology

There are lots of different ways that students can use technology to access learning in a more suitable way for them, for example screen readers for partially sighted or blind students. Keeping this in mind, it is important that we optimise our materials for use by these students. One way of making sure that course materials are accessible is to use Blackboard Ally, which is a tool that measures the accessibility of materials for staff and allows students to download materials in whichever format is best for them (including audio). An example of making materials more accessible is including image tags so that screen readers can interpret the image for the students using them. Also, using the headings function in word to format headings means that the screen reader can differentiate between headings and normal text and incorporate that information into how the information is transferred to the student. When you put your materials through Blackboard Ally, it will give you a score (Red, Yellow or Green) depending on how accessible they are.

Another way we can help students is to use consistent online methods for assessment and try to work towards having VLE navigation consistent across modules so that students don’t have to learn how to access the VLE for their various modules in completely different ways from module to module. To make this easier, there are templates in Blackboard that can be used.

Here is a week by week task breakdown template and an example of how a completed one might look:

Using colour coding is helpful for students who are aided by the visual. There is recent legislation in the UK regarding accessibility online in the public domain, and university VLEs come under this. However, it is also just good practice. In terms of font, it is best to use a sans serif font such as calibri or arial as these are easiest to read.

Technology can also enable us to get feedback from our students in a range of ways. Even with very large groups, using feedback opportunities can help you get a better feel for your students’ needs/worries etc. For example, you could use Google forms or a similar tool such as SurveyMonkey, you could use Smartboard “Shoutitout” or any other brainstorming tool such as Bitpaper too.

4. Assessment

Assessment is very important in terms of inclusivity, as it is how we recognise and reward progress, and how we build up students’ skills. It is important not to assume that everyone will know/have experience of the assessment task type you are asking them to do. In order to help students understand what they are doing and how it fits into the bigger picture, refer to learning outcomes and go through assessment criteria with them. This way, they will understand what they need to do in order to be successful.

As teachers, it is also important for us to become more familiar with the effects that certain disabilities have. In the Know is a set of brief introductions to a range of disabilities that you can use as a starting point to broaden your knowledge. Below you can see which ones they have so far:

Where possible, use a range of assessment types so that students have opportunities to play to their strengths. For example, if a course is 100% assessed by exams, or 100% assessed by coursework, certain students will be disadvantaged in either case and therefore a mixture is preferred. Ideally, give students a choice of assessment types to meet their learning outcomes.

5. Feedback

There are a variety of ways to do feedback and it is important that we make use of this to avoid doing feedback in the same way every time. As with materials, tasks and assessment, doing things in the same way every time disadvantages and advantages the same students every time. It is important to ensure that students understand the role and function of feedback, and that you teach them how to use it most effectively to improve their performance.

6. Evaluation and Review

  • It is important that you make your expectations clear to students from the outset.
  • Collaboration with students will support more effective evaluation and review.

(I will come clean – this is the only thing I have written down in my notes here. Towards the end of the session so areas 5 and 6, the session deliverers noticed time was getting away and accelerated accordingly!)

The final task we did in this workshop was reflect on and discuss what three things we would like to take away and build on in our own departments. Here are the notes I made:

  • Week by week task breakdown template: we have a weekly syllabus at the front of our workbooks – could it be more effective? Could there be another document with more information/colour available on Blackboard?
  • Signposting support: could it be better integrated? e.g. signposting mental health services in conjunction with topic on social media and mental health? Need more familiarity with various services available in order to signpost them where relevant.
  • Student feedback opportunities: how shall I get feedback from my students for mid-term? (Midterm is upon us already!) – Discussion on Google+ community page? Use a Google Form? (Having talked to a colleague of mine, and got some inspiration, I have now decided to go with a Google Form!)
  • Consistency across modules: Do all the modules the students do within a given pathway at the college + AES use Blackboard in the same way with regards to navigation? Do we use those templates? (I have no idea, this was one to bend the ear of our tech folk about!)

All in all it was an interesting workshop. Here is the handout we were given, which has a lot of information in it:

Hope this session write-up is of interest/use to some of you out there! 🙂

 

Scholarship circle: Using mindfulness meditation (3)

Meeting three already? Yup! This term is flying… (For previous and future write-ups, see here!)

Today we started with a 20 minute meditation as the consensus was it was much-needed (we have a lot of marking going on at the moment so everyone is a bit frazzled). Again, everyone agreed that it felt shorter than 20 minutes but minds managed to fit a lot of wandering in (unsurprisingly!). My mind certainly did a lot of wandering and I did a lot of bringing it back to the breath/various body parts/sounds as the meditation specified, as well as acknowledging to myself that I *was* finding it difficult and that that’s ok. (As vs. getting cross/impatient/frustrated about it!)

We agreed we felt better afterwards but one of us also said she was starting to feel angry that modern life requires this kind of thing in order to feel better. Another said that rather than getting angry with modern life, better to flip it and focus on what there is to be grateful about – using the example of well actually modern life is better than life for Louis XIV, who had candlelight only, no showers, less choice in terms of food. And then we talked about gratitude in general, coming back to the concept behind No. 11 in 30 Ways to Mindfulness. There was talk of a longitudinal study that one of us had read, which showed that people who kept a gratitude journal were happier than the control group who hadn’t. However, we also agreed that even if you didn’t necessarily write it down all the time, training your brain to perceive in that way is helpful. I used my own second week as an example:

I forgot to record anything on Monday, did too many on Tuesday (much like Week 1, my recording is hit and miss!) etc.

We also discussed how using meditation with students was going. Largely good but as some groups have changed (got large numbers of different students) due to post-late-arrival setting, there have been some teething issues around that. The good news is, the teachers in question want to persevere! We then talked about to integrate Mindfulness into our teaching beyond just doing a meditation at the start of the lesson. I told them about what I had done in our first listening lesson this term, which was to draw attention to the fact that the mind DOES wander and it’s normal for it to do so – the key is to notice it and bring the attention back. Obviously very important when you have a long listening recording (lecture) to listen to and make notes on, especially when exam questions follow – which is what we are preparing them for, as well as for university study of course. I used this slide to illustrate it:

We then brainstormed other ways of integrating it. So, for example, after students have listened to a recording, getting them to reflect on how they listened – did their mind wander a lot? Were they were aware of it? Did they bring it back? Did they keep bringing it back each time it wandered or did they give up? That kind of thing. A similar reflection could be done after any given task, not only listening. (The mind will wander indiscriminately, not only during listening recordings :-p ) We acknowledged also that doing the meditation at the start of each lesson is also attentional training so it supports this kind of metacognitive approach, helps students to train their brains/get better at managing/directing attention.

We all came away feeling much better and happier at the end of the session – and it went really quickly! (Possibly because we spent the first 20 minutes meditating!) 🙂

Scholarship circle: Using mindfulness meditation (session 2)

Today (Thursday 10th October 2019), our Using mindfulness meditation scholarship circle met for the second time. This time, there were 12 of us including me (last time – write-up here – it was 8 including me)! 3 new, 1 back from leave who had already been planning to come. There will be at least one more, who is on leave this week, joining us next week too. I hadn’t expected such a positive response to start with, never mind growth week on week! (Speaking of week on week, all write-ups will become available here!)

Today, we started with a 10 minute meditation (10 minutes and 10 seconds to be exact) and this time we all found it felt shorter. There were comments around mind wandering, so we talked about that being normal, it’s just what the mind does. So it’s not about “emptying the mind”, but about noticing that it has wandered and bringing the attention back.  That led nicely onto the “training the puppy” analogy that I learnt about on the Futurelearn Mindfulness for Wellbeing and Peak Performance course (which I am currently doing for the second time!) – the mind is like a puppy that you are trying to train to sit and stay. It will wander off repeatedly. You need to bring it back repeatedly and GENTLY. If you shout at it/get cross/get impatient, it will just try to run further away.

Next, we talked about meditation practice and I gave out a printout of a pdf of tips for establishing and maintaining a mindfulness meditation practice. One of us said she doesn’t like routine, so doing it at the same time every day/week doesn’t work for her, another recognised that you can meditate for any amount of time – it doesn’t have to be a big chunk of time it could just be a few seconds, ten seconds, thirty seconds of bringing focus to the breath/the body/sounds. That moved us on to talking about informal mindfulness practice as well. We talked about mindful eating and the eating a raisin/piece of chocolate mindfully exercise, about savouring what is happening in the moment e.g. a shower, and being fully present. We talked about mindful walking (in my case often mindful running!) and forest-bathing (one of my favourite things to do, in conjunction with running!).

At this point I asked if anyone had looked at the 30 ways to mindfulness pdf that I had emailed out after the end of the last session. (Click on the image of it below to go to Life-Resource, where the download of this is available!)

Inevitably, a couple had but most hadn’t and those that had hadn’t got as far as trying anything. So I told them about the one I had tried, which was Day Eleven – Be Grateful. Since Friday last week I have been writing down 3 things each day that I am grateful for on that day. Not the big things like family, friends etc, but small and specific things. I used a sticky note on my laptop desktop to record them. Here is what I ended up with between then and today:

Obviously I haven’t yet written down anything for today but today’s session will feature! As you can see, my counting skills leave a little to be desired. On Tuesday I only managed one, on Wednesday 4, and three for the weekend as a whole rather than three each for Saturday and Sunday! However, despite my ineptitude in recording, I was thinking about it each day – noticing when good things happened and thinking I could record them, even if I didn’t necessarily get round to it! For me that is a win enough – it pushed my perception of each day to be more focused on the positive rather than the usual negative! And I really noticed it, in terms of that extra positivity going on! So I can definitely recommend no. 11.

Next we finally got onto the topic of what we want to get out of this scholarship circle! (Though, given the membership increased so much this week, it’s just as well we didn’t get round to it last week!) Here is what I managed to get down of what came out of that discussion:

  • to be less stressed (this connects with doing a meditation at the start of each session)
  • to learn how to do it with students/increase confidence around that (this connected with a discussion about concerns around student reactions and the importance of it being optional and so forth)
  • to have a week where people can practise what they would do with their students on us! (so, connecting to the bullet point above, to help people build confidence)
  • to have a session where people can make recordings of themselves doing it (one of us is going to bring in some equipment for that) as some members have decided that they would rather do it with the students than lead it, or are not comfortable leading it for various reasons.
  • to work on the English pair of shoes visualisation (this idea came out last week and is being carried forward)
  • to bring it into our professional lives more – start module meetings with a short meditation, start marking week sessions with a short meditation and so on (which I think is a brilliant idea!)
  • where needed, to change our mindset from “there’s no time for this in class” to “there’s not enough time *not* to do this in class” (i.e. the resultant improvements in focus are needed for effective study/use of class time.

Finally, I challenged everyone to try and do a meditation or two (of whatever length) between now and next session, AND, of course, to pick something to try from 30 ways to Mindfulness for the next week. (I’m going to continue with the Being Grateful one but pick something as well!)

Our time seemed to be up very quickly but what a lovely session it was, once again. As I said earlier, definitely on my gratitude list for today! 🙂

Scholarship circle: Using mindfulness meditation

Today (3rd October 2019) was the inaugural meeting of the USIC@the ELTC Using Mindfulness Scholarship Circle.

We created this scholarship circle to:

  • to explore the use of mindfulness (both formal and informal) for ourselves as teachers.
  • to explore the use of mindfulness (both formal and informal) with our students

There were 8 attendees including me.

We started by doing a 5 minute guided meditation (called The Full Stop), played through my laptop. Interestingly, one of us thought it had lasted a lot longer than five minutes while others thought it had only been 2-3 minutes. Once the recording had finished, we discussed how it felt. The plan is to do a guided meditation at the start of each session (varying from 2-20 minutes in length). A couple of us mentioned a feeling of “twitchiness”, including around the eyes. (It was suggested that closing eyes generates a feeling of vulnerability and this was the first time we had meditated in a group like this before so that was perhaps to be expected.) I found it more difficult than usual because my brain kept wanting to wander off into thinking about what was going to happen next in the scholarship circle (I suggested its creation so I was nervous!! 🙂 )! We also talked about how it can be difficult to put in place and sustain a regular meditation practice (so I plan to bring a printout of a pdf of tips for just that which I got from the Mindfulness for Wellbeing and Peak Performance Futurelearn course I did earlier this year to share with everyone!).

We then moved on to talk about our personal experiences of Mindfulness (I won’t go into mine again, I already talked about it here) and about how using it with students had been going so far. Our term only started at the beginning of last week so it’s early days but a number of us had been trying it with students following the TD session I did about it based on this post. So far, so positive, in terms of student response from both foundation and pre-masters students. Not everybody who attended today has tried it with students yet  but they have plans afoot now 🙂 . We also discussed the student experience here, the pressures they face, and how our mindfulness/meditation initiatives could be helpful for them in that context. One of the things we have decided to work on is a meditation/visualisation script to encourage students to get into an English frame of mind at the beginning of class. Watch this space! We also shared resources that we have used and Lilian Eden sleep meditations were mentioned by one of us as a Really Good Thing for sleep. I mentioned Padraig O’Morain,in particular his books e.g. Mindfulness for Worriers.

We were also supposed to discuss/pin down what we want to get out of this circle and how it’s going to work, but time slipped away so we have relegated that to next week. We did agree, though, that developing our own meditation practice by starting each week with a meditation is a definite must. You can’t pour from an empty cup and all that. I have also suggested, in my follow-up email after our meeting, individually trying out an idea (picked individually at random rather than as a group) from 30 ways to Mindfulness

(scroll right down….keep scrolling…or if it is your first time to visit the site it will probably appear as a pop-up when you land!) from Life-Resourceful, to try out and share experiences around in our next meeting next Thursday. We’ll see what the take-up is next week and beyond!

There are loads of possibilities with this circle, but I don’t want to dictate what we do. It’s important to me that what we do and where we go is a group decision and that the space remains a stress-free one rather than something that becomes an additional burden on teachers’ workload. I have no doubt that it will be enriching for us all and our students (both directly and indirectly!).