“Creating Calm in the Classroom”: Pilgrims Training Session by Dave Read
Peter Clements, UK
Peter Clements teaches ESOL in the Community Learning and Skills sector in and around Canterbury, Kent in the UK. He works with a variety of learners living in the south east of England. He has been teaching EFL and ESOL since 2007. E-mail: peter.clements@talktalk.net
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Introduction
The harmful effects of stress
Strategies for use in the classroom
Breathing and visualisation methods
Of value personally
In view of the health problems I described at the out set of this series of articles in From the Other Side of Hilltop, the thought of a workshop focusing on creating a calm classroom environment appealed to me. Knowing that people respond to the face we present in different areas of life, not least of all in the classroom, I was interested to see what would be presented and to learn any strategies I could use.
Basically, an hour-and -a half gave an overview of areas that would help teachers in developing the intrapersonal and interpersonal skills needed to enhance the atmosphere within the classroom environment.
The need for calm was emphasised by our considering the likely short, medium and long term effects of prolonged stress. While I cannot attribute my stroke directly to stress as a result of pressure at work, one of the effects of overdoing things is an increase in cholesterol levels putting one at greater risk of heart disease or stroke. Increased levels of an adrenocorticotropic hormone are produced by the pituitary gland when faced with stress as part of our natural ‘fight or flight’ response. However, over a longer period of unremitting stress, the negative effects can also include a weakening of the immune system, and a larger proportion of blood being diverted away from vital areas such as the digestive and urinary system to other tense areas such as the tense arm and leg muscles. Higher levels of cholesterol are produced in the liver, the heart rate can increase, the rate of breathing may increase and the blood pressure can rise. None of these are conducive to staying healthy and being in good condition for the long haul for those working in the teaching profession which is known to be an inherently stressful occupation.
A number of strategies were presented that had a practical application. For example, when students are working in groups, responding to learner requests for help instantly can cause the teacher to feel ‘pushed from pillar to post’ and become exhausted from attempts to be everywhere at once. The more the students see that the teacher is always willing to interrupt what he/she is doing and go straight over to them, the more they come to expect it and the more stressed and tired the teacher becomes. So, by just taking a little more time, encouraging peer support among students and finishing dealing with one thing at a time is a simple but effective way of creating a calmer environment.
Body posture was also discussed and the importance of trying to maintain a symmetrical stance as a way of giving out the right non-verbal message of calmness as well as being physiologically healthier. A set, tight jaw conveys a negative message to students and colleagues, whereas maintaining a relaxed jaw will send out a more positive’ I’m in control’ type of message. This can be developed by stretching exercises and holding the tongue centrally behind the teeth and in front of the alveolar ridge while allowing the jaw to relax and drop a little.
Unnecessary stress on the skeletal frame can be lessened even by the manner in which the teacher gets up out of a chair. By lifting oneself up on both knees places a strain on the back and unnecessary friction on the spot where the neck and cranium are connected. Simply by placing one leg forward and swivelling the body round and using the other leg to provide the lift makes for a smoother ascent out of the chair.
Dave showed us a couple of short stress reduction techniques which can be done quietly out of sight and result in the body and mind becoming more relaxed in the moment - useful when having had a tense situation or before going into a stressful environment. It literally takes only a minute or so to sit on a chair, hunch the shoulders, place the palms on the thighs and tense up, grimacing with the whole face and body and breath in, then releasing the muscles while breathing out. Doing this several times really makes a difference.
Some very useful visualisation techniques were taught and one of these involved ‘deep cleansing’ through breathing. Participants inhaled deeply, fully filling the lungs and visualising each intake of breath as being pure, white light to cleanse the body. When exhaling, the outgoing breath is visualised as being a cloudy grey light, representing the negative, stressful impurities being cleansed from the body. Further techniques were also explored involving being in a summer meadow, approaching a large oak tree and appreciating the size and strength of the trunk by attempting to reach out and join hands around it but being unable due to its large diameter. I found myself being aware of the feel of the rugged grey bark, the outcrop of knobbly roots, the dappled shade from the leaves (and of course, awareness of their shape) and the warm, wholesome, summery smell of freshly mown grass and cut hay. After this, we were all really calm and relaxed and what a wonderful state to be in!
Of course, while I would love to walk around in that state of mind all day, it might at first seem neither possible nor practical.
Well, according to Dave, it is possible to go about one’s daily activities while in a better condition without necessarily being aware of it. This is because the other main thing he emphasised was that “the central effect of the breathing and visualisation is to restore a "present moment" balance between mind, body and feelings - and to release trapped emotions from various parts of the physical body that cause reactive behaviour through creating a sense of profound calm & relaxation - rather than acting from a calm, conscious perspective.” In view of this, it is clear that in this age of performance targets and ‘box ticking’, the superficial effects of relaxation in the short term, while of some benefit ‘in the moment’, are not going to be enough in the longer term, whereas the approaches demonstrated in this session have the potential go far deeper with benefits that continue working subconsciously.
The principles of this workshop were of value on many levels and I came away with notes on practical things I could apply in class to maintain a well paced lesson with an overall calmness in which students are able to work at a pace without feeling stressed or under pressure. I realise in my own case, that my health needs dictate that I slow down and reduce unnecessary pressure and stress.
There was much more that was discussed in this session including reference to the ‘The Seven Major Chakras’ which are actually represented by seven colours. These are featured as part of the design in Dave’s literature for teachers and can be seen on the website. Again, visualising and interacting with these seven colours while giving attention to each representative area of the body is something some teachers will find invaluable.
Dave Read is involved in projects in primary, secondary and language teaching and visits schools by arrangement. Details of workshops and longer term programmes run by Dave Read can be found at www.the-lightworks.co.uk
Please check the Building Positive Group Dynamics course at Pilgrims website.
Please check the How to be a Teacher Trainer course at Pilgrims website.
Please check the Creative Communication Skills for Teachers and Teacher Trainers course at Pilgrims website.
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