Our book called Refocusing and Calming activities (Module 1) for children could help you?
If you use the activities that we offer in your classroom, as part of your daily routine, then your students will have a better chance of being more receptive to learning.
Here are some of the ways that you might use them.
INTEGRATED INTO CLASSROOM ACTIVITIES
The exercises and techniques offered in the book can be integrated into classroom activities for the benefit of all children.
For example, at the beginning of the day or after lunch break when children’s energy may be scattered and unsettled, one of the following could be used:
Breathing Out Feelings – Activities 1.3, 1.7 or 1.9
Deep Breathing for Relaxation and Balancing – Activities 1.2, 1.4,
1.5, 1.8 or 1.10.
This can help to create a calmer, more peaceful classroom atmosphere, where the children are more receptive to learning.
DAILY ROUTINE – It may be beneficial to build in deep breathing exercises as part of a daily routine. For example first thing in the morning to help children oxygenate their bodies and to help them to
begin the day in a calm, relaxed state.
TIME OUT – Children could be taught to recognize when their own emotional energy is building up in their body (using the Body Awareness Activities in Module 2). They can them be given an opportunity to choose time out for a relaxation, and taking deep breaths followed by an art or a journal writing activity to help them express their feelings.
(See Module 5 for creative expression activities).
This could be combined with a debriefing session with the school counselor or a trained teacher aide.
A ‘CALM DOWN CORNER’ – A space could be created in the classroom, where children have access to pillows or cushions, relaxing music, art resources and their own journals. These resources can be used to help children to express their feelings as the need arises.
This corner provides children with the opportunity of expressing their feelings in a safe space, and helps them to change to a calmer more peaceful emotional energy state. For more information, see Appendix A.
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