Adorable, diverse illustrations connected to beautiful simple breathing prompts. From A-Z, easy to follow breathing prompts, each one aimed to elicit a calming response. This book is a great one for young children and it can be used more widely- any teacher could offer up one of these breathing practices at the beginning of each class. Students can encouraged to note the ones they like the best to keep in their tool boxes of practices they know help them to feel good, calm and in-control. Calming breaths can be used to bring focus and attention in a classroom as well as a home or office but are also great to combine with a yoga pose! Great accessible ideas to incorporate into today’s mindful classroom.
Fun, accessible introduction to the power of the breath!
Mindful Book Reviews By Eve: Stay Cool at School by Lori Lite*; Illustrated by Richard Watson
I love how mindfulness in schools is becoming the norm and that more and more teachers and school districts are interested in bringing mindfulness and self-help strategies into their school communities. In my opinion, the younger we can start this the better, as empowering our young children with strategies to deal with big emotions, can only be a win-win for the children themselves and the greater community at large.
Lori Lite is in the top of the tier of people offering easily accessible ways to bring mindfulness into the classroom. Her most recent book Stay Cool at School is an adorable and extremely important book for teachers of young children (ages 3-9) who want to help their students identify big emotions and offer them tools to cope. Since coping is a practice, the more this is encourages, the more likely the students will be able to access their wisdom at times of high emotions.
In the story, the two adorable dream monkeys, Jumpy & Sunny help the young child in the story to identify the big emotions experienced, from anger to over-excitement to embarrassment and joy. In each instance, they offer up various breathing strategies that anyone can do, without anyone else even noticing, to increase a sense of calm, self-control and to encourage a positive outlook.
The illustrations are very cute and I love the fun color palette. The scenarios and emotions are well articulated and this book can be enjoyed over and over again.
I highly recommend this book to families and school communities alike. Libraries should have a section for mindfulness books specifically aimed at children. I know I am going to embrace this book and share it with the children I have the opportunity to work with through my children’s yoga program. Its fun and engaging nature make it an easy fit as a gateway into mindfulness for young children.
*A special note: Stay Cool at School is only available through Scholastic Book Clubs. Contact your child’s teacher for their order/login with the teacher’s information to their club and/or their 5 digit class code. More information here http://bit.ly/LLStayCool
For more information about Always Be Dancing: Yoga & Flamenco for Every/Body, my mindfulness/yoga/dance program, please visit: alwaysbedancing(dot)wordpress(dot)com.
¡Olé Namaste! Eve Costarelli
Thank you to Lori Lite for sending me a copy of this book. All opinions stated are my own.
I was pleased to get a copy of this book. It seems ground breaking in its vision of dealing with disruptive classroom behavior as it does not blame the disruptive students as acting out on purpose, but instead the resounding message of the book is, kids will behave, if they can. To me, that is a refreshing perspective as it seems in most cases that students are punished for their inability to act appropriately even when it seems that a reward option is being exercised. This is the case for sticker charts etc. We think these are systems of reward but they are quite insidious and are actually just as likely to be a system of punishment. We think that if we force the children through behavior modification to behave appropriately and that we will see a change in their negative behavior but this is only true up until the point that they cannot behave appropriately. This book does a great job showing examples of behavior, explaining through simple charts the sequence of events, and offers action plans. But most of all, it makes the adults, the teachers, the ones responsible for changing the outcome of negative behavior. It may seem an insurmountable task, along with all of the other teaching duties, but in the long run, taking action and responsibility will lead to a stronger sense of community in the classroom and pave the way for a more fluid learning environment for everyone. The back of the book offers insights for personal reelection and a large section of further reading on the subject.
I highly recommend this book as an alternative viewpoint from the norm. It will empower you to take work through and discover a new way of taking charge in your classroom.
How I will use this book:
I too encounter negative behaviors in my yoga classes. By this I mean children who cannot sit quietly and are disruptive and out of control. I want to help these kids so much as I know it must be very difficulty for their classroom teachers and their families to deal with their continued “lit” behaviors. I have a number of such students in the after-school program I teach at that is in a housing development. I am not sure how these kids teachers actually reach them? How do they learn if they cannot shut down and listen? I have starting working separately with each of these students, for just a few minutes each before my yoga classes begin. I know their “negative” behavior is not on purpose; the just lack self control. So how to help them learn self control? How to take control of their “Me-Me” outbursts? One I idea I had was to create a social story, to show them how their behavior negatively impacts the other students. I spent about 5 minutes talking through the cartoon. I let them know they were not in trouble and I asked if they knew how much noise they made during class (they did not). I made a secret symbol up for them (crossing my fingers at my lips) to let them know tat their “Me-Me” talking had got too loud and disruptive. During class, I used this symbol, but I also called attention to them when they “went there” not by saying “shhhhh” but calling their name, getting them to “see me” and saying they were too loud. This coming week, I am going to have one of my assistants keep track for me how many times they are disruptive during class so that I can actually show them data of their disruptions. Well day one went very well. I did not let their behavior distract me from teaching but I kept a tight hold on it. At then end of class, these two boys (plus one more who I will be adding into this program) came up to me at the end of class and gave me big hugs. I never expected this and I was totally enveloped by them. It was a glorious feeling of connection!
Full disclosure: Jessica Kingsley Publishers sent me a copy of this book. All onions are my own.