1. ANTHONY M. SCANNELLA, Ed.D
mindful schools
ANTHONY M. SCANNELLA, Ed.D

2. WHAT IS MINDFULNESS? SELF-AWARENESS BEING IN THE PRESENT
PAYING ATTENTION
TAKING DEEP BREATHS

4. STRESS AND THE BRAIN
cognitive problems

5. “Type a quote here.”
-Johnny Appleseed

6. DEACTIVATING THE BRAIN
makes your brain plastic
increases gray matter
is better than sleeping
reduces blood pressure
protects your telomeres
relieves pain up to 40%

7. TRENDS - 2010 TO PRESENT INCREASE IN AFFECTIVE DISORDERS EXOTIC DRUGS
UNPROTECTED HOOKUPS
EXPOSURE TO VIOLENCE
OVERMEDICATED YOUTH

8. overmedicated youth 1 in 8 take psychotropic medicine
7,ooo,ooo on Ritalin
increase in drugs 400% since 1988
11% of americans over 12 yrs.take anti - depressants
prozac in the U.K.

9. bothersome stats
90% of kids in high crime area are exposed to a crime either as a victim or witness
4 out of 5 are abused
66% have one or more psychological disorders
1 in 10 attempt suicide
27% have PTSD
hundreds of thousands are charged as adults

10. causes of anxiety in today’s youth
pseudo - connection in relationships
little sense of self
the death of parental hierarchy
fragmented families
ineffective interventions and diagnosis

11. technology today mobile devices - 6 hours daily
social media - brain changes and impact on learning
“glow Kids”- kardaras on screen addiction

12. LOWER SUSPENSION RATES
caring relationships
high expectations
mindful classrooms
preventative practices
brain deactivation
NOTE: 18 million days of instruction lost due to suspension last year

13. 5 REASONS FOR TEACHER TURNOVER
BURNOUT
POOR WORKING CONDITIONS
TESTING PRESSURE
LOW WAGES
THREAT OF LAYOFFS

14. THE BIG QUESTIONS
WHAT IS YOUR RESPONSIBILITY AS A TEACHER? AS AN ADMINISTRATOR?
HOW DO YOU MOTIVATE KIDS (TEACHERS) UNDER THESE CIRCUMSTANCES?

15. WHAT DO KIDS/TEACHERS NEED?
POWER
AFFLIATION
ACHIEVEMENT

16. number one psychological need

17. THE SCHOOLHOUSE FIRST
WHAT, WHY, HOW
WHAT KIND
SMALL CHANGES FIRST

18. intervention plan environment behavior capabilities beliefs and values
identity

19. THE LITMUS TEST
WRITE IN FIRST COLUMN NAMES OF STUDENTS AS YOU REMEMBER THEM
WRITE IN SECOND COLUMN SOMETHING PERSONAL ABOUT THEM
WRITE IN THIRD COLUMN NAMES OF STUDENTS YOU DON’T KNOW PERSONALLY
GET TO THOSE IN THIRD COLUMN IMMEDIATELY

20. Dealing with Anxious Students
create a safe space
submodalities
un-timed tests
relaxation exercises
use concise language
rapport is paramount

21. the rag doll intervention

22. mind juggling SIT OR STAND ARMS & HANDS IN FRONT
TOSS BALL EYES OPEN THEN CLOSE AT ONCE PER SECOND
INCREASE DIFFICULTY
5 TO 10 MINUTES

23. singing bowl

24. miracle question
What would happen if you woke up and a miracle occurred and the problem you had was solved? What would you be doing, thinking or believing about yourself to let you know a miracle took place?
follow with relaxation exercise

25. OVERWHELM FILL IN BUBBLES WITH PROBLEMS
ASK WHICH ONE ONE THEY WANT TO SOLVE FIRST
ASK WHICH ONE WILL MAKE BIGGEST CHANGE IN THEM

26. CONTROLlING OVERWHELM
name it to tame it
add sub modalities
dinosaurs for younger students and music for older

27. MORE INTERVENTIONS FOR TEACHERS ONLY
META MANTRA ‘SHUT THE HECK UP’
WORRY PAD ( worry 10 minutes a day)
CHANGE YOUR INNER VOICE
CHANGE YOUR INNER PICTURES

28. 3 2 1 relaxation stare at object
name three things you can see without moving eyes
three things you can hear
three things you can feel
two things you can see
two things you can hear, etc.

29. BIKES AND BRAINS https://www.youtube.com/watch?v=MFzDaBzBlL0
HOW DO BRAINS LEARN
HOW DO WE APPROACH CHANGE

30. well-being
we try to change the outside…your spouse, your job, the way someone looks at you etc.
change takes place in the inside
change your thought, change your mind
well being is a natural state