CoverIntroductionWellbeing and Its Importance in SchoolsWhat models/frameworks exist to promote school wellbeing?What is the best approach for my school or district?Valuable Tools and ConsiderationYour Call to ActionStudent Wellbeing InterventionsPositive Emotion Three Good ThingsCounting BlessingsEnvisioning Best Possible SelfUnderstanding HumorThree Funny ThingsOutdoor LearningBringing the Outside InBibliotherapyEngagementRecognizing and Utilizing Personal StrengthsARCS Model of CuriosityCarousel BrainstormingGenius HourPerspective Taking and Role-PlayArts IntegrationDrawing and Coloring TherapyCulturally-Enriching and Arts-Based Field TripsCulturally Responsive PracticesEmotional Self-Regulation: RULER methodModeling Emotional Self-Regulation SkillsTeacher PraiseRelationshipsModeling Love, Kindness and ForgivenessActive Constructive RespondingDialogue JournalsSocial Belonging InterventionSecret Strengths SpottingPeer Praise NotesActs of KindnessVolunteeringFast FriendsBuddy BenchMeaningEducating Students about Benefit AppraisalsGratitude LettersTaking in the Good (HEAL)Mental Time TravelBrief Mindfulness ActivitiesMindful BellMindful BreathingBody Scan RelaxationMindful Walking/MovementFive Senses MindfulnessMindful PhotographyMindful Self-CompassionAccomplishmentFuture Thinking & When/Where PlansHope MapG-POWER Goal SettingEmbedded Self-Regulation StrategiesGrowth MindsetGrit and Deliberate PracticeDeveloping Students' Resilience and Coping SkillsHealth and VitalityHealthy Sleep HabitsClassroom Physical ActivityYogaCreative Playground EquipmentHealthy Body Image InterventionStudent-Led Health ProgramSchool-Led Interventions for Teachers and StaffSupporting Teacher AutonomyMindfulness TrainingCompassion TrainingHumor TrainingIncentivizing Physical ExerciseIndividual Interventions for Administrators, Teachers and StaffPositive and Reflective JournalingSelf-Regulation and Coping StrategiesSelf-AffirmationSelf Compassion LetterDiscovering and Utilizing Character StrengthsJob CraftingMindfulnessAdditional Interventions to ConsiderDedicated Wellbeing SpacesIndividual Wellbeing Plans for School EmployeesComprehensive Wellbeing ProgramsOther ResourcesAdditional Wellbeing FrameworksPROSPER

Mindful Bell

The mindfulness bell activity helps students practice mindful listening and attention training by directing their focus to the sound of a ringing bell(Shankland & Rosset, 2017). John Kabat-Zinn(2013), one of the leading researchers in modern mindfulness practice, found that in schools the mindfulness bell activity was effective at quieting classrooms and improving student focus within one week. The following video by Fablefy(2018) introduces what this practice could look like in the classroom, but you can also find additional implementation ideas by visiting the references below. 

Image preview of a YouTube video
Watch on YouTube https://edtechbooks.org/-mNSz

Grade Level: All
Materials: A handbell or tuning fork. 
Duration: A few minutes daily or as needed. 
Implementation:
  1. Draw students’ attention to the bell or tuning fork and instruct them to direct their attention on the sound of the bell or tuning fork as long as possible while it is ringing. Consider having them raise their hands once they no longer hear the sound. 
  2. Ring the bell or tuning fork. 
  3. Redirect student attention as needed.
References:

Fablefy. (2018, August 14). 3 minutes silent meditation to the sound of the bell [Video]. YouTube. https://edtechbooks.org/-YIbT 

Heart Mind Kids. (2016, March 1). Mindfulness for kids: 5 ways to practice mindful listening with a bell. https://edtechbooks.org/-LIQ 

Jostock, C. (2016). Using the mindfulness bell to help students focus. Center for Excellence in Teaching and Learning, Oakland University. https://edtechbooks.org/-vyYb 

Kabat-Zinn, J. (2013, March 27). Mindfulness and its role in education. The Mindfulness in Schools Project Annual Conference. London, UK. Keynote Address.

Shankland, R., & Rosset, E. (2017) Review of brief school-based positive psychological intervention: a taster for teachers and educators. Educational Psychology Review, 29, 363-392. https://edtechbooks.org/-UYE 

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