Building healthy New Year habits with your students

Amy Malloy
Amy Malloy
Students sat outside on grass studying and smiling
Reading time: 3 minutes

Balancing mindfulness and planning ahead

Here we find ourselves already in a new year. I wonder if, like me, many of you might be wondering how that has happened. January is a time of year traditionally associated with analyzing the past and making resolutions for the future.

In the classroom this might also involve looking forward to assessments and exams at the end of the school year. Maybe you’ve made New Year’s resolutions that have already fallen by the wayside.

The focus of this blog is learning how to stay in the present moment. So let's take a practical look at how to manage this time of year with your students and with ourselves as teachers (and humans), while also effectively planning ahead for the future.

Building healthy New Year habits with your students
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1. Mindfulness of daily habits

Mindfulness can be a broader concept than just focusing on the breath. We can also extend awareness to our daily habits and look at what is making us feel good and what is draining us. This helps us ensure our daily routine is actively supporting our mental health.

Here’s what you can do to help your students be more mindful of their daily habits.

  1. Invite your students to make two lists: one list of everything they do every day and another list of things that make them feel happy or relaxed. This can be a nice activity to try in English if you’d like to work on daily routine vocabulary and likes/dislikes.
  2. Ask them to see how many of the activities they named in their happy lists are also on their everyday lists.
  3. Then ask them to see if they can find a time in their schedules to include one of their happy list activities on a regular basis. For example, they could add listening to their favourite song on their way to school to their everyday list.

This activity encourages children to be more understanding of what makes them feel happy or less happy on a daily basis. In this way, we gently teach them to be more aware of their emotions and how to take an active role in supporting their own mental health and self-care. Ultimately, we teach them that the choices we make day-to-day are as important as a resolution for the rest of the year.

As they learn more mindfulness activities in school, these might even start to appear on their everyday lists too. This will protect their minds against everyday stress and assessment pressure.

2. Planting an intention seed

New Year’s resolutions seem to play a large role in society, and it is interesting to notice how guilty we feel if we don’t stick to them.

We traditionally make resolutions at the start of a new year, but this is completely arbitrary - and it hasn’t always been this way. In fact, the concept of setting an intention for the new year dates back to at least 4000BC. Back then, these resolutions were traditionally made in March, . But when Julius Caesar made the Roman calendar, he decided that each year would begin in January.

The Romans felt it was more appropriate because the Roman god Janus represented new beginnings, endings, gateways and transitions. It’s strange to think this ancient decision now affects how we run and organize our lives and our personal energy all over the world.

January is actually a time when nature is still in hibernation, with trees bare and seeds still under the ground (in the Northern Hemisphere, at least). This can make it feel difficult to commit to fresh starts and, for some, feel overwhelming to look ahead.

So instead of resolutions, try inviting your students to simply set an intention of what they’d like to feel or achieve over the course of the year. And rather than pushing for it or expecting it to happen straight away, invite them to treat it like a seed in a pot of soil which they are watering each day with one little step at a time.

This might be a little bit of revision for a test every day, for example, or tidying their room once a week so it feels nice to play and do homework in.

3. Mindful walking

A lovely way to get your students to connect with nature’s calendar is to take them outside for a mindfulness walk. You could link it in with a class plan to introduce nature or town vocabulary, or organize it during lunch or break time for multiple classes together.

  1. Take students outside*. Invite them to stand quietly looking at the ground.
  2. Invite them to notice the contact of their feet with the ground. Tell them to start walking slowly, noticing the movement of each foot as it leaves and then meets the ground again.
  3. Once they are in a gentle walking rhythm, invite them to start looking around them, noticing the world around them. They should keep a gentle focus on the rhythm of their feet moving along the floor.
  4. Once back in the classroom, invite them to spend five minutes writing down or talking about what they noticed on their walk (in English)

*If outside simply isn’t an option for your school, you can try a mindful walk through the corridors.

This can be a really pleasant way to encourage students (and yourself) to notice what is going on around them in nature and to step outside of the timetable set for them as part of the school system. It helps their focus and perspective, reducing stress and reminding them how far they have progressed.

Staying present and planning ahead

I often have mindfulness students asking me how they can stay present while also effectively planning ahead. Hopefully, these three simple ideas demonstrate how we can actively use our focus on the present moment to improve and pace our future planning for exams and deadlines.

By trusting in the process of calmly planting little seeds of intention and taking little steps to grow them, we can achieve just as much, if not more, than thinking six months into the future and panicking that we haven’t yet achieved what we want to have done by then. Good luck.

Read our posts 'tips for student wellbeing at back to school time' and 'Does mindfulness really work? Can it help your students?'.

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  • A Parent reading to his two children from a book with all three of them laying on the floor

    How can teachers encourage parents to get kids reading at home?

    By Donatella Fitzgerald MBE

    “Sharing a story with your child is one of the most incredible things you can do for them.” – .

    Research shows that getting kids reading at home can increase their reading ability at school – and improve their overall well-being. Parents and guardians can make a big difference. But how can teachers encourage parents to get their children to read more at home? We explore some strategies you can use.

    Tell parents about the benefits

    Reading can give children a break from technology-centered activities. It can help them to relax and unwind; reading a book can make children laugh and feel happier! Through hearing stories, children are also exposed to a rich and broad vocabulary.

    “It is important for teachers to establish contact with parents as much as possible and give very clear guidelines on the benefits of reading, and how they can create a reading routine and help their children read at home,” says Kasia Janitz-De La Rue, Product Development Director at app.

    So, encourage parents to find time for a reading routine. Just before bedtime is a great time, as .

    Give parents practical ideas for reading strategies

    Encourage parents to read with and not to their child. It doesn’t matter how long they set aside to read – just 10 minutes of quality reading time can make a big difference.

    Here are a few tips concrete reading tips for teachers to share with parents:

    • Ask children lots of questions while reading.
    • Use encouragement and praise to keep children engaged. Saying things like “what fantastic ideas” or “you thought so carefully about that, what might happen now?"will keep their minds working.
    • Use their past experiences to talk about what’s being read. Things like “have you learnt about…at school?” or “do you remember when we watched…and found out about…?” are good conversation starters.
    • Tune in and listen to children, and be curious about their interests. “I didn’t know you knew so much about…” or “I love reading stories about…with you,” are good phrases to keep in mind.

    It’s also a great idea to share online resources with parents. You can also suggest that parents look up read-aloud YouTube videos featuring authors, teachers or librarians reading their favorite stories. This way, children can watch and listen as often as they like.

    Recommend graded readers

    Graded readers are books that use language in line with a child‘s learning level. They can help children build confidence, and help slowly expose them to authentic reading levels.

    Encourage parents to identify what genre their child is interested in and show them the readers available. Each time parents see their children move up a level, they’re sure to see their children’s love for reading grow.

    Suggest before, during, and after reading activities

    Before reading

    Parents can take turns with their children to predict what the story is about – or what will happen next. Here is an activity teachers may suggest they try:

    “Start with the cover of the book and the blurb on the back cover. Reveal the cover slowly to ask the child what they can see. Ask them to guess what is on the cover. Once they have seen the cover, ask them questions about the images on the cover – who, what, why, where and how?”

    While reading

    Remind parents to focus on their children’s reading comprehension by using strategies like prediction, questioning, clarifying, and summarising. Teachers can ask parents to:

    • check ideas and understanding as the child reads: ‘So, you think that….’ ‘Did you expect…to happen?’ ‘Why do you think that happened?’
    • use the pictures in the book to help with comprehension
    • describe what is happening and talk about the characters.

    After reading

    Don’t forget: parents can continue to explore the book’s topic once reading time is done! A few ideas to share with parents include:

    • organising a puppet show for family members and siblings after making puppets of the characters in the book
    • having children draw a picture of their favorite character or their favorite page in the story
    • encouraging children to express their opinion on the book.