90 • PART II: MINDFULNESS IN EDUCATING FOR SELF-REGULATION AND ENGAGEMENT CHAPTER 5: THE MINDFUL CLASSROOM • 91
Use Mindful Words
Rechtschaffen (2014) suggests using mindful language. In essence, this is like teaching
content vocabulary in any of the core subjects. There is a specific set of words that can be
very useful in teaching mindfulness. Key terms include mindful body, anchor breaths, and
heartfulness (Rechtschaffen, 2014). A mindful body means that students are aware of their
bodies and aware of the space around them (Rechtschaffen, 2014). It also means that stu-
dents are aware of what Rechtschaffen (2014) calls the two legs of mindfulness: focus and
relaxation. Another key term is “anchor breath” (Rechtschaffen, 2014). Anchor breath is
a way of focusing in which students notice the way their breathing feels in their bellies
(Rechtschaffen, 2014). Paying attention to anchor breath helps remind students that even
when there is a lot of chaos in their lives, they can bring themselves back to feeling calm
and grounded (Rechtschaffen, 2014). Another term is “heartfulness” (Rechtschaffen, 2014).
Heartfulness refers to mindfulness practices that cultivate emotions such as compassion,
happiness, and kindness when working with more difficult emotions such as anger and
sadness (Rechtschaffen, 2014). Rechtschaffen (2014) explains that if students are struggling
with one another, feeling very emotional or difficult emotions, we can guide them back to
their heartfulness. This can be contrasted with hurtfulness, which would be an angry and
hurtful reaction that had neither compassion nor kindness. It is the heartfulness perspective
that calls forth prosocial problem solving.
Explain Mindfulness to Students
Rechtschaffen (2014) suggests that it is helpful to explain to children how their brains work.
You can do this in a variety of ways. For example, I have successfully used this explanation
with children as young as 6 or 7 years old, and it is part of our curriculum, Girls Growing in
Wellness and Balance: Yoga and Life Skills to Empower (Cook-Cottone, Kane, Keddie, & Haugli,
2013). I explain that the thinking brain and the feeling brain need to work together to make
the best choices. When we use our breath, body, and focus to help the two parts of the brain
to work together, we are being mindful. When the thinking brain works alone, sometimes
all the important feelings, including how much you love and care about others and things
that are important to you, are not included. On the other hand, when we use only our feel-
ing brain, especially when we are upset or really mad, we can make poor choices. The two
parts of our brain work best together (Cook-Cottone et al., 2013). I explain that the brain
is like hot soup. The soup is wonderful, but when you are upset, it is too hot. I ask, “What
do you do when your soup is too hot?” The students always say, “You blow on it,” and
“You wait.” I agree. When things are too hot, they need time and air. The same is true for
your brain. Once you take time to stop and breathe, the thinking and the feeling parts have
a chance to work together, and you will be more likely to make the best decision (Cook-
Cottone et al., 2013).
Overall, I find it helpful for students to have a bigger understanding of what we are
doing and why. For older students, this can include an explanation of any of the key mecha-
nisms of mindfulness, reading and discussing review articles, or showing them models of
mindfulness. Having a larger sense of the why of mindfulness can help them with the how
and the motivation.