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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    The importance of teachers professional development

    By Richard Cleeve

    There’s the saying, “There are two types of teachers with 20 years of teaching experience: the first are those with 20 years of experience and the second are those with one year’s experience repeated 20 times.â€

    Some believe most teachers want to be the first kind of teacher – constantly evolving throughout their careers – rather than repeating the same classes. Additionally, taking professional development courses can help us reach these new heights.

    Doctors, engineers, lawyers and other professionals regularly have to seek training opportunities. This enables them to keep up to date with the latest technologies, innovations and changes in the wider world. It could be argued that teachers are no different.

    Benefits of professional development training

    There are several benefits to continued professional training for teachers. For instance, there’s always something new to learn as developments are happening regularly in the world of ELT. Whether it’s innovations in ed-tech, new research into how we learn languages or a new pedagogy, certain courses can help bring you up to speed with these!

    Undertaking further training will help you to deepen your knowledge and widen your expertise. So rather than simply repeating the same method of teaching a grammar point over again, you’ll learn new approaches. In turn, you’ll be better equipped to find the tools that work to help your students reach their learning goals.

    Another great thing about professional development is that it can lead to career progression and promotion. There are a number of courses that you can take to develop not only skills for teaching, but other roles in the ELT industry.
    For example, you can train to become a director of studies, specialize in business or academic English, or enter ELT publishing or management. There are many options to explore through further education!

    New trends in English language teaching

    To be the best teachers we can be, it's important to be aware of new trends in the field of ELT. Some of the latest ones include:

    Hybrid learning

    Gaining popularity in recent years, hybrid learning is an approach to teaching. Specifically, it involves some students attending class in person, while others join the class virtually from home. This means that teachers must be prepared to simultaneously teach both students in person and online.

    Flipped classroom

    A flipped classroom means students are introduced to content at home. Often teachers introduce this via videos and then practice working through the new knowledge in class. This is the opposite of the more traditional method where they are given new content at school, and complete assignments independently at home.

    Bite-sized learning

    One method of teaching that has become more common is bite-sized learning. For example, breaking down information into smaller chunks instead of having learners listen to long, uninterrupted sessions, and this helps students absorb information and keeps them engaged.

    If you’re not already familiar with these, there are lots of professional development courses that teach you how to use them in your classroom.

    Formal qualifications in ELT

    So what courses can you take? Here are some of the most common courses you can take for English language teaching.

    • CELTA (Certificate in Teaching English to Speakers of Other Languages) - Cambridge’s Level 5 qualification is an internationally recognized ELT course. While this certificate focuses on teaching adults, language academies accept it for both adults and young learners.
    • Trinity CertTESOL (Certificate in Teaching English to Speakers of Other Languages) - Like the CELTA, the Level 5 course is designed for people with little or no English teaching experience.
    • Trinity CertPT (Certificate for Practising Teachers) - Trinity’s Level 6 is designed for teachers who have already been teaching for a minimum of six months. It aims to support teachers' further development and help them improve their teaching practice.
    • DELTA (Diploma in Teaching English to Speakers of Other Languages) - Cambridge’s provides professional development for teachers with at least one year’s experience. This level 7 qualification is also designed for those who want to progress into more senior roles such as head of English and teacher training.
    • Trinity DipTESOL (Diploma in Teaching English to Speakers of Other Languages) - Trinity’s is designed for teachers who have reached a stage in their career where they’d like to progress to a more senior level. Like the DELTA, it’s an internationally respected level 7 qualification for experienced TEFL teachers.
    • Master’s degree - Master’s studies in English Language Teaching, TESOL, or applied linguistics, are great options to reach a more senior level in your career. Most people take them to become a director of studies or reach a management position.
    • Specialized courses - If there’s an area of teaching that you’d like to specialize in, plenty of short courses cover a range of topics. These include teaching online, teaching with technology, teaching business English and teaching very young children. Check out , or to see what they offer.

    If you’re unable to take a formal course, sharing ideas with colleagues is a great way to create professional development opportunities. You could exchange lesson plans and ask for feedback or input. There are plenty of podcasts, webinars and social media groups for teachers where you can find great tips and ideas from fellow teachers worldwide.

    Whichever route you decide, remember that learning is a lifelong journey – not only for your students but for yourself too! There are always new things to discover that will help you develop as a teacher.

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    Lesson tips for Special Educational Needs

    By Richard Cleeve

    In this blog, James Laidler talks about his insights into how to plan lessons for neurodiverse students. James is a teacher and has been a Special Educational Needs (SEN) Coordinator for the past 18 years. He also discusses how important it is to consider your terminology, using phrases like ‘special learning powers’ or ‘neurodiversity’ to break down negative stereotypes. On top of this, he wants to help teachers and students recognize the strengths SEN students can bring to the classroom.

    James explores special needs education and what teachers can do to ensure their lessons are inclusive for all. A lot of these lesson tips are also great to apply to keep all students engaged, SEN or otherwise.

    Defining Special Educational Needs

    To define what Special Educational Needs (SEN) is, a child has SEN if they have a learning difficulty or disability that calls for special educational provision. Learners with such as autistic spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), dyslexia, dyspraxia or anxiety disorders come under this framework.

    Inclusive lesson tips for neurodiverse students

    Although teachers want to create inclusive lessons, many feel ill-equipped to support neurodiverse students.ÌýTo help, James offers some tips for lesson planning which aim to turn learning diversities into strengths:

    Attention Deficit Hyperactivity Disorder (ADHD)

    ADHD is a condition that can include symptoms such as inattentiveness, hyperactivity and impulsiveness. Students with this disorder may have a short attention span, constantly fidget, or act without thinking.

    Lesson tips for ADHD students:

    • Movement breaks – Students with ADHD may struggle to sit still for extended periods of time. Include short breaks in your lessons that offer them the opportunity to get up and move around at regular intervals.
    • Group work – To keep learners active and engaged, include group work in class. This means they don’t have to focus on the board for too long.
    • Dramatise lessons – A really effective activity is to . For example, students can act out role plays or other fun . It keeps them motivated, holds their attention and can be fun for all of the class.

    Dyslexia

    Dyslexia primarily affects the skills involved in accurate and fluent reading and spelling. It may affect a person’s phonological awareness, verbal memory and verbal processing speed. Lesson tips for dyslexic students include:

    • visual aids – Learners with dyslexia tend to have . Try bringing in pictures to illustrate ideas or add them to lengthy texts to help students when doing reading comprehension exercises.
    • font and spacing – When setting reading tasks, simply , enlarging font size, and double spacing is hugely beneficial to dyslexic students. Simply adapting the text can make their learning experience much easier.
    • text-to-speech software – Using a text-to-speech specialized software often provides significant support to those who struggle with reading or digesting text on computer screens – try or .

    Autism spectrum disorder (ASD)

    ASD is a developmental condition that involves challenges in social interaction, speech and nonverbal communication, and restricted or repetitive behaviors. The severity of symptoms is different in each person. Lesson tips for ASD students:

    • Encourage systematic skills – Often students with ASD may be more systematic than other students. This means they favor routines, regular processes, and predictable activities. Try bringing out these skills by asking students to spot patterns, analyze numbers or evaluate data.
    • Talk about interests – Autistic students may have specific interests they love to research. Engage them by getting them to or ask students to create projects on a topic they choose that they can present to the class.
    • Teaching online/blended learning – If you have a learner who is struggling socially at school, it may be an option to include hybrid or blended learning. This takes away the social and emotional challenges of school and people interaction, which can benefit ASD students.

    Anxiety disorders

    Anxiety disorders differ from normal feelings of nervousness or anxiousness, but rather involve intense fear or anxiety. in young people and greatly affects their ability to learn.

    Lesson tips for anxiety disorder students:

    • Changing language and terminology – Our education system is very exam driven, which can cause students to experience much stress. By simply offering reassurance, guidance, and motivation, you can help to reduce their feelings of anxiety.
    • Talk openly – Encourage learners to discuss their feelings if they struggle. They can do this with you, a classmate, or a support worker at the school. If they open up to you, focus on .
    • Mindfulness techniques – Try adding five minutes at the start of the day for guided meditation or breathing exercises. It may help students to begin the day in a calm and relaxed manner.
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    The coding mindset: Benefits and activities

    By Richard Cleeve

    What is the coding mindset?

    Over the past decade, the ELT industry has placed more emphasis on soft skills. The focus has been on developing personal leadership qualities, creativity, problem-solving, teamwork and communication and collaboration skills. These are all essential skills for the future of work – and especially useful when students need to work better together and solve unexpected issues.

    A coding mindset encourages students to develop these essential soft skills – and practice them as a coder would. Teachers can use activities and tasks in the classroom that are based on this mindset to help students develop strategies to analyze, understand and solve problems.

    This is integral to computational thinking and is how computer programmers think when coding. Yes, the coding mindset is a way of thinking, but it does not directly relate to computer science. Instead, it follows the skills and mentality that coders and programmers use in their work. Following this mindset can and savvy when faced with challenges in their learning or daily lives.

    Four benefits of the coding mindset

    There are several benefits to developing this mindset:

    1. Gain creativity skills

    One significant benefit of this way of thinking is that students learn that not everything they try will work out just as they expect. In fact, it’s normal to fail several times when trying to solve problems.

    In working to find new strategies to work through challenges, students are also .

    Creativity was once synonymous with art, such as drawing or painting. However, this now means coming up with new ideas and is a skill that is .

    2. Learn how to cope in difficult times

    We live in a world where we experience constant change – and we need to be able to find ways of managing. A coding mindset teaches learners how to build resilience.

    By openly communicating with others, evaluating ideas and discussing a range of options, students will be able to work through uncertainties and confront challenges.

    Not only will this help students when coming up against stumbling blocks in their learning, but it will also benefit their day-to-day lives.

    3. Create risk takers

    We can all recognize that learning English isn’t easy and that students are bound to make mistakes.

    However, a coding mindset encourages students to take risks when approaching difficulties. It also helps language learners spot their mistakes and experiment with different options to find solutions.

    Ultimately, learners become more willing to take risks which they need to do to reach a higher level of proficiency.

    4. Develop the ability to overcome obstacles

    When approaching a task with a coding mindset, students will learn how to focus on the important information. They will filter out any irrelevant details and find ways around barriers.

    For example, if learners have to write a text about their last holiday in class, they could hit a wall if they don’t know how to use the third conditional to explain something. Rather than giving up, students with a coding mindset would use the grammar they do know to complete the task. For instance, they can continue with the past simple or past continuous, explaining their story in a different way.

    This encourages learners to focus on their strengths rather than weaknesses to overcome obstacles and keep going.

    Practical activities for use in the classroom

    There are several activities that teachers can use in the classroom to develop the coding mindset for their students. These include:

    Recognizing patterns

    If you teach in a classroom with a whiteboard, you can draw a series of colored circles on the board. The colors should follow a pattern that students must work out in small groups and then continue on the board.

    This simple exercise can be adapted for all levels and ages. You may even want to use flashcards with vocabulary, letters or number combinations.

    Giving instructions

    A great way to develop troubleshooting and problem-solving skills is by asking students to direct one another across the classroom. Put the learners into pairs and ask one of them to give directions and the other to follow.

    They can practice imperatives and language for directions, while they break down problems into smaller, more manageable parts.

    Treasure hunts

    Creating treasure hunts works particularly well with young learners. If you have access to an outside space, you can hide classroom objects or flashcards around the space and give students clues as to where to find them.

    You can also do this around the classroom or school if you cannot access the outdoors. This will help them to think systematically and follow instructions.

    Pixilation of pictures

    If you have access to an interactive whiteboard, another way to develop problem-solving skills is by selecting some pictures from the internet and blurring them with a pixilation tool.

    Choose vocabulary you’ve been working on in class, so students are already familiar with the topic. Show the pictures on the whiteboard and ask students to work in groups to guess what the pictures are.