A Deep-Breathing and Mindfulness Experience in Challenging Times
Photo by Julia M Cameron
From my 2020 archives...
Introduction
Our routines were turned upside down in early March 2020, when the COVID-19 pandemic began to upend personal and professional life across the globe. In Colorado, as in much of the world, stay-at-home orders were swiftly enacted in an effort to curb the rapidly spreading virus. These restrictions brought with them a wide array of challenges—from financial uncertainty to the disorienting “new normal” that touched nearly every aspect of daily living, including education. Almost overnight, teachers and students were asked to adapt to remote learning, a dramatic shift that carried significant emotional and cognitive implications.
In the midst of this upheaval, I continued to show up as a language educator—while drawing deeply from my background in mindfulness and yoga. My aim was to support my students’ emotional well-being without compromising their language development.
Since the transition to online learning, I have shared simple tools designed to help students and colleagues navigate these uncertain times with as much gentleness and equanimity as possible. These tools are rooted in the time-honored practices of meditation and yoga—disciplines grounded in anatomy, physiology, and neuroscience (Gothe, 2019). In the past fifteen years, meditation—especially mindfulness meditation—has gained a strong foothold in education, supported by a growing body of research attesting to its benefits for students, teachers, and school communities alike (Jennings, 2015). As Siegel (2007) explains, mindfulness supports our physiological health, sharpens mental function, and nurtures meaningful interpersonal relationships—all of which are essential in navigating the stress and uncertainty of a global crisis.
The origins of mindfulness
Mindfulness has generated considerable interest worldwide over the past two decades, yet it is far from a passing trend. While it is rightly rooted in Buddhist tradition, Siegel (2007) wisely notes that direct, present-moment experience is also central to Christian, Hindu, Islamic, Jewish, and Taoist contemplative teachings. Mindful awareness, then, is part of a rich and diverse heritage of spiritual and philosophical traditions. At the same time, when practiced in educational settings, mindfulness must remain a fully secular endeavor. This distinction is essential for educators to understand and uphold as they bring mindfulness into the classroom.
In the 1970s, Jon Kabat-Zinn, a molecular biologist at the University of Massachusetts Medical Center, developed a mindfulness-based stress reduction program (MBSR) for adults with certain clinical conditions. The program, which is still in use, consists of an eight-week course that teaches participants how to regulate pain, anxiety, and other health conditions through meditation training. Kabat-Zinn (1990) defines mindfulness as the awareness that emerges from paying attention on purpose, in the present moment, and non-judgmentally to the unfolding of experience. Almost five decades of research led Kabat-Zinn (2012) to conclude that the practice of mindfulness holds the possibility of not just a fleeting sense of contentment, but a true embracing of a deeper awareness that envelops and permeates our lives and that helps us to cope with stress whenever we need it.
As Pema Chödrön (2001) reminds us, “Meditation is not about becoming a better person; it’s about making friends with who we already are.” This spirit of self-acceptance and present-moment awareness lies at the heart of both ancient traditions and modern secular practice.
High-school language learners experience deep breathing in the Spanish class
The influence of the Coronavirus in our routines can be in one way or another detrimental to our emotional states. Therefore, in an attempt to minimize the negative impact of this situation on my students, I recorded a series of weekly videos that guide them in deep breathing, stretching, and relaxation exercises.
These exercises take 5 to 10 minutes to complete and they constitute part of my Comprehensive Input approach to language learning. In other words, my novice-mid learners are exposed to the language with the help of auditory and visual cues such as gestures and images. At the same time, and more importantly, they benefit from exercises that are known to support physical and mental wellness. The response from my high school students has been unanimously positive, which has encouraged me to pursue this new endeavor week after week.
Typically, my videos begin with a gentle stretching exercise, inviting students to either sit or stand as they extend their arms and release tension from the back and shoulders. Next, they gently trace half circles—or “half moons”—with their head, lowering one ear toward the shoulder, then slowly moving the chin across the chest to the other side. Once the body is more at ease, we transition into the deep-breathing practice for the day. At this stage, it’s important to introduce students to proper breathing—often called “belly breathing”—which begins through the nose and flows down into the abdomen as the diaphragm contracts, the belly expands, and the lungs fill with air (American Lung Association, 2018).
Guiding students into this rhythm of breath lays the foundation for mindful movement and a more connected, embodied experience.
Deep Breathing Exercise
Sit comfortably with your back straight and your shoulders relaxed. Your eyes will be open while I explain the exercise, and then, you can close them, or you can soften your gaze.
Breathe in slowly through your nose on 4 counts. As you do this, fill your abdomen (not your chest) with air. Make sure to keep your shoulders or your neck relaxed.
Hold your breath for 3 or 4 seconds.
Breathe out slowly through the nose, drawing your abdomen in towards your spine.
Finally, hold your breath again for 3 or 4 seconds.
The same exercise in Spanish
Siéntense cómodamente con la espalda recta y los hombros relajados. Los ojos estarán abiertos mientras les explico el ejercicio y luego pueden cerrarlos o pueden suavizar su mirada.
Inhalen lentamente por la nariz en 4 tiempos y llenen el abdomen (no el pecho) con aire. Asegúrense de mantener los hombros o el cuello relajados.
Mantengan la respiración 3 o 4 segundos.
Exhalen lentamente por la nariz, empujando el abdomen hacia la columna vertebral.
You can find several variations of this exercise on the following videos:
Video 1: Ejercicios de respiración en la clase de español. March 21, 2020: https://youtu.be/uS3Yq50s_s8
Video 2: Ejercicios de respiración en la clase de español: March 28, 2020: https://youtu.be/LRXFuQ2r-7Y
Video 3: Relajación y respiración en la clase de español. April 4, 2020: https://youtu.be/7JK6GfYZw9k
Video 4: Respiración con el frasco de brillantes (GLITTER JAR BREATHING). April 12, 2020: https://youtu.be/HQQwGkPvygI
Video 5: Respiración y relajación en la clase de español. April 28, 2020: https://youtu.be/nSAeTdBxXbw
On my videos, you will notice that I use different visual cues to make the language input more comprehensible and to deepen the experience. One of them is the infinity symbol, which my students trance with their thumb in the air as they breathe in and out (video 1). I also use a Hoberman Sphere to show the process of breathing in and out deeply from the belly (video 2). A glitter jar, which consists of a jar filled with water and glitter, is helpful to stimulate relaxation before the breathing exercise (videos 3 & 4). Another useful prop is a square that shows the process of inhaling, holding, exhaling, and holding again (video 5). On all my videos, you will see that I use a bell. Bells are known for enhancing the state of relaxation as they help to keep the attention focused on the present moment. Bells are generally pleasant to the ear; however, always start slowly with bells, and check your students ‘reaction to them. A good place to start is to use “zenergy chimes”. With a gentle tap with the mallet, these chimes emit a soothing tone that promotes focus and calm. I use this type of bell both in the classroom and online whenever I need to redirect the learners’ attention. Lastly, other practices that promote emotional wellness include sitting meditation exercises like the one described below.
A 3-minute guided meditation
Guided meditation exercises can vary in terms of allotted time and the specific task the participants are invited to do. The following description prompts the posture that most likely enables the students to focus on their breath for 3 minutes:
Let your chair support you. Allow your eyes to close or soften your gaze. Take a deep breath through your nose, taking the air to the abdomen, and then, gradually let the air out through your nose. Make sure your feet press firmly on the ground and your back is straight but comfortable. Your shoulders should be relaxed. Your arms can relax alongside the body or your hands can rest easily in your lap with the palms facing upwards. In this position, you are going to spend 3 minutes paying attention to your breath as it goes in and out of your body. When your mind wanders, gently bring it back to your breath. Finally, when you hear three chimes, allow your eyes to open slowly.[1]
The same guided meditation in Spanish
Apoyen la espalada sobre el respaldo de la silla. Pueden tener los ojos abiertos o mantener la vista hacia abajo. Respiren profundamente por la nariz, llevando el aire hacia el abdomen y gradualmente dejen salir el aire por la nariz. Asegúrense de que los pies estén firmemente apoyados el suelo y que la espalda esté recta pero cómoda. Los hombros deben estar relajados. Los brazos pueden permanecer a ambos lados del cuerpo o pueden tener las manos sobre las piernas, con las palmas hacia arriba. En esta posición, van a pasar 3 minutos prestando atención a la respiración a medida que entra y sale del cuerpo. Cuando la mente empiece a distraerse con otros pensamientos, tráiganla suavemente de vuela a la respiración. Finalmente, cuando escuchen la campana, pueden abrir los ojos lentamente.
It is advisable to do the guided meditation exercise once the students have had at least four weeks of deep-breathing practice. The language can be somewhat complex; therefore, it is important to provide visual support through gestures, especially at the beginning. The 3 minutes can be accompanied by soft background music, and, once the students feel comfortable with this practice, the time can be increased by 30 seconds at a time.
Learner Feedback
The assignment includes a short comment on it in English or in Spanish on the part of the learners. Some of their feedback on the activities reads as follows:
It was really calming especially after doing work from other classes, and it was helpful with this new experience of e-learning.
This really helped me feel at ease and it helped lower my stress.
The breathing exercises really do make a difference in my day. I find it easier to work with my mind cleared after these exercises.
It was nice to have the break from all the hustle and bustle of my classes and life at home.
This is fun and constantly feels fresh.
Breathing exercises are nice and relaxing. They help me stay focused.
The visual cues helped me understand the exercise.
The video was so relaxing, and it helped me feel really happy! I feel so calm and not stressed.
The meditation video helped me to really relax and release all the stress I was originally having, and it kept me focused for the rest of the day.
After I finished this video, I felt less distress on me, after doing only four minutes of relaxation!
It was really relaxing and it’s nice to take a moment and just breathe. It helps me to re-focus, and I feel relaxed after I do this. I have a math test, so I did this before and I feel more focused and relaxed, not so stressed before my test.
Conclusion
Deep breathing techniques, stretching, and guided relaxation are part of mindfulness training as well as yoga practices, among other disciplines. Interestingly, they are mostly part of any type of training that requires focus and dedication and that is associated with physical performance such as sports, public speaking, and acting. Language learning (or any type of learning, for that matter), benefits from these practices as well. Research has shown that optimal learning is a holistic mind-body experience, and, therefore, we need to pay attention to social and emotional needs as well as our specific academic content to ensure long-lasting and meaningful results (Schwartz, 2015). Having exposed my students to deep-breathing and relaxation has helped me engage them in learning. This practice has also allowed me to provide tools that might be beneficial beyond class requirements. In classrooms in general, and in remote learning in particular, it is not uncommon to encounter students who struggle with emotional challenges such as apathy, anxiety, and depression. By introducing practices that promote well-being, teachers can make an enormous contribution that reaches far beyond the subject matter they teach. Mindfulness and yoga are examples of practices that develop self-awareness and awareness of those around us through the power of observation. Maybe, just maybe, we can use the current COVID-19 crisis to teach each other how to utilize our own resources to stay resilient, nourished, and balanced, and experience firsthand the benefits of a holistic education, where social and emotional wellness plays a crucial role.
References
American Lung Association. (2018, June 20). Five Ways You Might Be Breathing Wrong. Retrieved from https://www.lung.org/blog/you-might-be-breathing-wrong
Chödrön, P. (2001). The places that scare you: A guide to fearlessness in difficult times. Boston, MA: Shambhala Publications.
Gothe, N. (2019). Yoga Effects on Brain Health: A Systematic Review of the Current Literature. Brain Plasticity, 5(1), 105–122. Retrieved from https://content.iospress.com/articles/brain-plasticity/bpl190084
Jennings, P. (2015). Mindfulness for Teachers. New York, NY: W.W. Norton & Company.
Kabat-Zinn, J. (1990) Full Catastrophe Living: Using the Wisdom of Your Body and Mind to Face Stress, Pain, and Illness. NY, NY: Batam Books.
Kabat-Zinn, J. (2012). Mindfulness for Beginners: Reclaiming the Present Moment, and Your Life. Boulder, Colorado: Sounds True.
Mulholland, M. (2020, April 28). Respiración y relajación en la clase de español. [video]. YouTube. https://youtu.be/nSAeTdBxXbw
Siegel, D. (2007). The Mindful Brain: Reflection and Attunement in the Cultivation of Well-Being. New York, New York: W.W. Norton.
Snel, E. (2013). Sitting Still Like a Frog: Mindfulness Exercises for Kids (and Their Parents). Boulder, Colorado: Shambhala.
Schwartz, K. (2015, July 6). Beyond Academics: What a Holistic Approach to Learning Could Look Like. Retrieved from https://www.kqed.org/mindshift/41008/beyond-academics-what-a-holistic-approach-to-learning-could-look-like
[1] For more detailed guided meditation exercises, see Kabat-Zinn’s Mindfulness for Beginners (2012), and Snel’s Sitting Still Like a Frog (2013).
