Mindfulness in the classroom: Autopilot and paying attention

Amy Malloy
Amy Malloy
students sat at desks looking at their workbooks

The challenge: the lure of automatic pilot

Have you ever got to the bottom of the page in your favorite book and then realized you have no idea what you just read? This is due to being in a semi-conscious mental state called 'automatic pilot'. In automatic pilot mode, we are only partially aware of what we are doing and responding to in the present moment. If left to its own devices, it can end up masking all our thought patterns, emotions and interactions with those around us. Humans are habitual creatures, building functional 'speed-dials' to allow us to survive in the present while the mind is elsewhere planning for the future or ruminating in thought. The challenge here is that we are responding to the present moment based solely on habits learned from previous experience rather than making conscious choices based on the nuances of the moment itself. Luckily, mindfulness can help.

The solution: the importance of paying attention on purpose

Jon Kabat-Zinn, Professor Emeritus of Medicine at the University of Massachusetts Medical School, is often credited with bringing mindfulness into the secular mainstream. He defines the practice as: "paying attention in a particular way: on purpose, in the present moment and non-judgmentally."Ìý

Paying attention on purpose is the skill needed to move out of automatic pilot. As such, practicing mindfulness starts with learning how to pay attention. The more we focus, the more the brain builds strength in the areas involved in this type of concentration - and the easier it becomes to do it automatically. In other words, it becomes a habit to be present.

In the early years of primary school, a child's brain is developing more quickly than it ever will again. Young minds are in the process of forming their very first habits, and so learning to pay attention on purpose will have a .

The why: why is this particularly important in schools?Ìý

If you're a teacher wondering why this is important, mindfulness has many benefits in the classroom. Perhaps the most notable is its facility for improving children's attention span during English lessons and elsewhere in life. This is increasingly important as children are immersed in a world of digital screens and social media. Learning to focus can help to counteract the constant demands on their attention and develop greater patience and staying power for any one activity.Ìý

, experts agree that our attention span varies depending on what we are doing. The more experience we have of how much attention a certain situation needs, the more the brain will adapt and make it easier for us to focus on those situations.Ìý

The brains of school-age children develop rapidly. So, the more we can do to demonstrate to them what it feels like to pay attention for a prolonged period, the more likely they are to be able to produce that level of attention in similar situations.Ìý

For teenagers it is even more important. During adolescence, our brains undergo a unique period of neural development. The brain rapidly streamlines our neural connections to make the brain function as efficiently as possible in adulthood. Like a tree shedding branches, it will get rid of any pathways that are not being used and strengthen up the areas that are being used: use it or lose it. So if teenagers are not actively using their ability to pay conscious attention and spending too much time in automatic pilot mode, through screen use and in periods of high exam stress, the brain won't just not strengthen their capacity to focus; it may make it harder for them to access the ability to pay attention in future.Ìý

The how: three exercises to teach your students mindfulnessÌý

These three mindfulness exercises will help your language students integrate awareness into everyday activities in their school and home lives.Ìý

1. Mindful use of screens and technologyÌý

Screen use is a major culprit of setting the brain into automatic pilot. This is an activity you canÌýpractice in school during computer-based lessons or even ask the students to practise at home.

  • Close your eyes and notice how you feel before you've startedÌý
  • Consciously decide on one task you need to do on the deviceÌý
  • Consciously think about the steps you need to do to achieve that task and visualize yourself doing themÌý
  • Then turn on the device and complete the task. When you have finished, put the device down, walk away, or do something different
  • Notice if you wanted to carry on using the device (this doesn't mean we need to)

2. Mindful snacking

We eat so habitually that we rarely notice the huge range of sensory stimulation going onÌýunder the surface of this process. This is a great activity to practise with your students during breaks or lunch.Ìý

  • Hold the snack in your hand and notice five things you can see about it
  • Close your eyes and notice five things about the way it feels in your hand or to touch
  • Keep the eyes closed and notice five things you can smell about the snack
  • Bring the snack slowly to your mouth and taste it – notice five different subtle tastes

3. Counting the breath

A brilliantly simple exercise to teach the brain to focus attention on one thing for a longerÌýperiod of time. It can be done anywhere and can also have the helpful side effect ofÌýreducing stress through passively slowing down the breath.

  • Close your eyes or take a soft gaze in front of you
  • Focus your attention on the breath going in and out at the nostrils
  • Notice the breath temperature on the way into the nose compared to its temperature on the way out
  • Count 10 breaths to yourself – in 1, out 1; in 2, out 2; and so on
  • If the mind wanders, gently guide it back to the breath
  • When you get to 10 you can either stop there or go back to 1 and start again
  • In time, it will become easier to stay focused for the full 10 breaths and for even longer

If a part of you is still wondering where to start with mindfulness, then paying conscious attention to anything that draws our senses to the present moment: the breath, physical sensations in the body, sounds, smells or tastes - these are all brilliant places to start. Remember that mindfulness is simply a state of mind, a way of interacting with the world around us. How we access that state of mind can vary depending on the school, the language lesson and the students - there are many possibilities. As an English teacher, it's important to encourage and help students academically and in regards to their wellbeing.Ìý

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  • A teacher sat with students at a table, the students are using tablets.

    Benefits of using tablets in the primary classroom

    By Jacqueline Martin

    Reading time: 5 minutes

    Interactive whiteboards, PCs and laptops are common in many schools worldwide, but have you ever considered using tablets in your young learners' classes?Ìý

    Tablets can be used for many things. Online research, watching and creating videos, playing games, and digital storytelling are just a few examples. Of course, there's also the added environmental benefit of going paper-free.

    In this post, we're going to explore some of the reasons why using tablets can be beneficial in the young learner's classroom and what to consider before you do so.

    What are the benefits of using tablets in class?

    1. Facilitating engagement

    With good direction from the teacher, tablets can emulate natural social interaction and interactivity. They can also offer problem-solving activities, set achievable goals and provide instant feedback.

    Moreover, when young learners are truly engaged in an activity, it may be perceived as effortless - and they learn and use their second language (L2) without even realizing it.Ìý

    2. Introducing authenticity and autonomy

    In terms of content, tablets allow us to bring the real world into the classroom at the tap of a screen. We can provide learners with authentic materials via level-and-age-appropriate videos and real-life communication. As well as interaction with other teachers and learners through teams or by using a secure app such as .Ìý

    Tablets also promote learner autonomy. They are easy to use, allowing us to take a step back and let our students work at their own pace, being on stand-by as a facilitator when students require help or a little push in the right direction.

    3. Promoting creativity, communication and inclusion

    Nearly all tablets have a webcam and voice recorder, which means that learner-generated content can be created easily - even without dedicated software.Ìý

    You can have your students make their own vlogs (video diaries), ebooks, comics, cartoons and movie trailers. All you need to do is to install apps such as Ìýor from Duck Duck Moose. While these apps have been created for 'fluent-speaker' classrooms, they can easily be adapted to an ELT context.

    Tablets also promote communication. This can help improve students' L2 oral skills at any level, when the teacher is there to support and guide them.

    One of the greatest advantages of a tablet as opposed to a computer is that anyone can use one and they are much more portable.Ìý

    For students with special educational needs, tablets can be an essential learning tool and they can also be used by students with low-level motor skills, such as very young learners. Similarly, tablets can work really well with multi-level classes, as they allow you to offer differentiated materials, activities and support where necessary.

    4. Enabling online assessmentÌý

    Tablets can also facilitate interactive online exams or help measure progress. Tests such as 'English Benchmark - Young Learners' are designed with primary learners in mind, to be taken anytime, anywhere.ÌýIts game-like format engages students and takes the fear out of being assessed. It also provides instant feedback to the teacher with informative reports and advice for future study.Ìý

    5. Building relationships with caregivers

    Finally, as with any online content, tablets allow you to connect with our learners outside the classroom. You can quickly send links to classwork and feedback to the children's caregivers, fostering a positive relationship and a greater interest in their child's progress and learning.Ìý

    Tips for using tablets in class

    Before implementing the use of tablets in your classroom, there are some things you should consider. Here are some useful tips that will help you gain the maximum benefit from tablets.

    Usability:

    • Decide what you are going to use the tablets for and when. Are you going to allow students to use the tablets for all parts of the lesson or only for specific activities? This may depend on the number of tablets you have available.
    • Use technology to improve an activity or design new activities that would not be possible without the tech, rather than using it to carry on as normal. Think about when a tablet will help learners do something they wouldn't be able to do without one, e.g., make a video or create and share a piece of writing with the whole class.
    • Think about using tablets for creation rather than consumption. Your students can (and probably do) spend a fair amount of time consuming videos in their free time. Whether they do this in English or not is another story, but in the classroom, students should use the language as much as possible (see the next point).
    • Use the tablets for collaborative tasks that require social interaction and communication. It's unlikely that you will have one tablet per student. Make the most of this limitation by having students work in pairs or small groups. Students can use their own devices individually outside the classroom.
    • Try to incorporate tablets into regular classroom activities and interactions. Avoid making them a "reward" or just for "games". Even if games are part of your planned tablet usage, make it clear that students are playing them in order to learn English. Encourage students to think of the tablet as a tool to help them on their learning journey.

    General tips

    • Try out any apps or widgets before asking students to use them. If necessary, make or find a step-by-step tutorial to help students use an app. There's nothing worse than having a class of twenty-five students all raising their hands at the same time because they don't know where to start.
    • Have clear rules and guidelines for tablet use. Educate students about using the equipment responsibly. Do this before you hand out tablets the first time.
    • Provide students and parents with a list of recommended apps to continue their home learning. Whether you have a class set of tablets or are using BYOD (Bring Your Own Device), many students will have access to a tablet or mobile phone at home, which they can use for further practice. Students will likely be motivated to continue playing games at home and may wish to show their parents and friends any content they've created in class.

    Practicalities

    • Consider the hardware and technical requirements. Do you need a Wi-Fi connection? How many devices will you have? Which apps and programs do you want to use?Ìý
    • Ensure the features and apps you plan to use suit the age group you're teaching. Do some research, and if possible, choose apps designed for educators, avoiding freebie apps that may contain advertising. Block any websites you think unsuitable and install a search engine with child-friendly filters.
    • Set the language of the devices to English. Even if your students are very young, they'll pick up useful language and will be more inclined to use English as they are using the tablet.
    • Decide where you will keep the tablets and how they will be maintained. How often and where will they be charged?Ìý
    • Think about how you can flexibly set up your classroom to incorporate collaborative tablet use. Move tables together to make group work easier. Create workstations or even have cushions or bean bags in a corner of the classroom.

    Using tablets to assess student progress with Benchmark

    With the right software, tablets can allow us to conduct formative assessments through immediate feedback and learning analytics.Ìý

    We have developed our own English-language test for children aged 6 to 13 in an app designed specifically for tablet use. This fun, game-like test is highly motivating and assesses all four skills in a relaxed environment, removing the stress of traditional exams. It also allows you to see where each learner needs more improvement, providing recommendations on what to teach next and suggested activities in selected ÃÛÌÒapp courseware.

    Find outÌýmore information about the English BenchmarkÌýtest.

  • A child running with a rugby ball outside, with children behind them

    How can gaming support language learning?

    By Jacqueline Martin

    Reading time: 5 minutes

    Academics and teachers have been writing about the benefits of using games in the language classroom for many years. Wright et al (1984), Lee Su Kim (1995), Ubermann (1998), Ersoz (2000), Yong Mei and Yu-Jin (2000) and Thi Thanh Huyen and Khuat Thi Thu Nga (2003) all pretty much agreed that games provide a useful and meaningful context for language use; encourage students to interact and communicate; can both challenge and reduce anxiety (as the emphasis is on the message, not the form); provide practice in all four skills; and help students to make and sustain the significant effort involved in learning a language.

    Kim and others have also noted that games can offer a welcome break from the usual routine of the language class. Playing a game after an intensive test or with over-excited students after break time can help re-engage learners instantly in your lesson, and you'll maximize your time with them.

    Lengeling and Malarcher (1997) took the list of potential benefits of games in the classroom even further.

    Affective

    • Games lower the affective filter
    • They encourage the creative and spontaneous use of language
    • They promote communicative competence
    • Games are both motivating and fun

    Cognitive

    • Games reinforce learning
    • They both review and extend learning
    • Games focus on grammar in a communicative manner

    Class dynamics

    • Games are extremely student-centered
    • The teacher acts only as a facilitator
    • Games build class cohesion
    • They can foster whole-class participation
    • Games promote healthy competition

    Adaptability

    • Games can be easily adjusted for age, level and interests
    • They utilize all four skills
    • Games require minimum preparation after the initial development stage

    It is important to bear in mind that when the above was written over 20 years ago, it was with reference mostly to more traditional games. But more recent evidence seems to indicate that the same principles apply. Some additional benefits cited by teachers I've spoken to are that:

    • Games could make language lessons less threatening for less confident pupils as their concern about getting sentence form wrong was reduced, and so their production greater.
    • Students learn more than just the language of the lesson when playing a game; they may learn instructional language through discussion or rules and sometimes negotiation skills and a lesson in cultural differences too.
    • Students can form a greater variety of emotional connections with language through playing games, for example acting out a word or seeing another student do so, or remembering a clue for a word.

    So, playing games can help students learn a language – but is just playing them enough? Some teachers like using games with less motivated classes who won't engage with straight practice activities and will willingly use key vocabulary and structures in a game, gaining much-needed practice without even realizing it. In today's language-learning context, though, is that a good thing?

    Motivating the unmotivated

    In recent years, much research has shown that students learn better when the intention or objective of the lesson is clear to them. In short, they understand what they're supposed to be learning and why and, when taking it to the next level, can assess their own learning and be actively involved in planning their next steps.

    Would knowing that the games they play are actually a way of doing some additional language practice make these students engage less? Opinion differs, and some discussion seems to center around the actual activity involved. Some games are thinly veiled group-work tasks, but other games that are at the right proficiency level (or slightly above) and take into account factors like cultural context, available time, learning topic and the classroom setting are generally considered to have a positive impact.

    Another major influence on improving motivation is the feedback a student receives, and this is something games can also support. Online games can provide richer simulated learning experiences and immediate feedback to students in a variety of ways.

    Above all, the main issue for the less motivated students is usually that they can't see why they need to learn English. Playing games not only simulates 'real' contexts but also helps them understand that they can accomplish a variety of tasks using English as a medium, which is motivational in itself.

    As teachers, there is a responsibility to explain how or why games will help students learn. This can equally motivate learners (or parents) who fear that playing games is just frivolous time-wasting. For example, informing even adult students that a simple hangman or hot seat game helps them improve spelling skills, gets their brains focused on recognizing the shape and structure of new words, and facilitates their learning of new vocabulary soon helps them see the value (Simpson 2011).

    Can games help learners acquire 21st-century skills?

    Maybe we can draw the conclusion that games can positively impact learning – but is that even enough? Today's teachers have to ensure not just that their students learn but that they acquire the skills they need for life and jobs in the 21st century. Can games help here too? This is a newer area of research, but evidence seems to indicate that games can help students learn a variety of important skills such as critical thinking skills, creativity, teamwork and good sportsmanship.

    These ideas were taken seriously by Robert Morris University Illinois, who offered an e-sports scholarship for the first time in 2014. They studied two groups of students – football players and gamers – and found that levels of competitiveness, perseverance, focus and determination were very similar. Both groups showed a similar desire to excel as part of a team. Both 'sports' required the team members to be detail-orientated, have good hand-eye coordination and have a strategic mind. The only difference was in the level of cardiovascular activity. Both groups received performance analysis and tactical advice from coaches and both subsequently made improvements.

    How many universities will start to offer these types of programs remains to be seen. Still, the idea that online competitive gaming can improve performance is being brought to the workplace too. Think about what virtual teams could learn from playing role-based collaborative games. Team members have set roles and clear and shared goals and have to work closely together to formulate an action plan to achieve them. Teamwork, skill, strategic thinking and communication are essential.

    All these are important skills for today's workplace, so maybe gaming can provide an opportunity to hone these in a lower-risk environment and improve business performance.

    These examples are clearly far from the norm, but they do seem to indicate that using gaming to support learning in the classroom is not a waste of time. When you get the right mix of gaming and learning, it develops a student's autonomous learning skills and encourages them to spend more time on task – both of which greatly impact learner outcomes.