H.W. Good Elementary, Herminie PA
Study mindfulness, yoga, and cultural practices in Indonesia, Malaysia, and Singapore to create a tranquil classroom environment, teach students best practices for emotional regulation, and create resources for community members to combat the rising stress and anxiety students are experiencing.
Learning Experience: Snapshots of the most influencial moments of my learning experience. These included sound healing, meditation, creating offerings, and meeting locals.
Innovation in Action: Students learned how to use different tools to self regulate emotions.
Students Take Action: The students wanted to create an emotional guide to help other students understand and express their emotions.
I was trying to address the growing need for mental health support among students, as anxiety and depression are on the rise in school-aged children. Many students struggle with managing their emotions, which can impact their ability to focus, learn, and build positive relationships.
Sound can be a powerful tool in reducing anxiety and stress. Certain frequencies and rhythms can help regulate emotions and create a sense of calm. Engaging in repetitive motions or structured activities can provide a sense of predictability and stability, which can help students calm down during a stressful time. Intentional breathing techniques can be a simple yet effective strategy to calm the body and mind during moments of crisis.
My solution was to create " The Calming Corner" in my classroom. This area provided students with accessible tools to help self-regulate. This space includes yoga mats, breathing buddha, coloring activities, and sound-based tools. The key decision in its creation was selecting strategies that were simple yet highly effective for young children. I focused on methods that were easy to learn, engaging, and could be used independently at school or home.
My innovation has had a positive impact on learning in my classroom! One particular student who previously had difficulty managing emotions no longer reaches crisis mode as often and is now able to use the calming tools independently most of the time. This has led to fewer disruptions in the classroom and a more focused learning environment for all students.
My students were encouraged to take ownership of their emotional well-being and share what they learned with others! They decided to create an emotions book to help teach other students about self-regulation and calming techniques. The book "Big Emotions in a Little Body & How to Understand Them" will help their peers understand their emotions. This not only reinforced their own understanding but my students became leaders in promoting emotional awareness and self-regulation withi
I learned valuable strategies for handling emotional outbursts in a way that helps children calm down. This experience also helped me recognize the importance of identifying and minimizing stressors before they become overwhelming. By shifting my approach to be more proactive rather than reactive, I’ve been able to create a more supportive and emotionally aware classroom environment. A place where students feel safe and equipped to manage their feelings.
My mother passed away during this time. The very tools I was learning to help students with self-regulation became essential for my own mental health as well. Breathing techniques, sound therapy, and repetitive calming activities not only supported my students but also provided me with a sense of grounding during a difficult time. Another fellow spoke of repetitive patterns and how they can help calm feelings. It helped my confidence in my project to see another had the same thoughts.