8 ways to introduce people to Mindful self-reflection

For many students, mindful self-reflection practice is unusual. Embodied awareness is central to both the unlearning and co-creating process (not to mention to emotional intelligence and overall well-being), many people do not have a regular practice to support developing that awareness.

Here are several simple ways to build that capacity. I often start semesters with some of the simpler practices, sometimes with just a couple minutes in the beginning of each class. Then I build on that, always explaining the WHY—why it’s important to develop these skills, and how it relates to social justice and to course content.

1. Use some of the internet memes.

There are many memes that depict images of cats or dogs in different moods. Ask students to say which one(s) they are that day.

2. Ask how they are….thumbs up, down, or middle.

Then ask why.

3. One a scale of 1-10.

With 10 being stressed or fantastic (take your pick) where are you today? Why? How do you know that?

4. Notice how  you are at this moment. Choose two words to describe your state of being. 

Then engage in a couple minutes of box breathing.  I find a video really helps students to follow along. Then ask then to choose two words to describe how they are. They may be the same, different, better, worse. There is no right answer; the idea is to notice and deepen awareness.

5. Partner or triad check-ins. Have students take 5 minutes at the beginning of class to check-in with one another.

How are they? What do they need? This practice can help build community in class. (Be attentive to which groups aren’t working, which might be because of identity and power; assist or intervene as needed.)

6. Do a daily art project.

For instance, maybe a tree, and each day they put a leaf on the tree that describes where they are that day (what their state of being is). It can be a collective tree or their own tree. A practice like this helps them look at overall trends. Take some moments throughout the class to take a big picture look: do they notice that they are highly anxious at certain times of the semester? Do they notice they are becoming happier or more depressed? Reflect on why that might be and how they can support one another. Connect students who are struggling with campus resources.

7. Play music at the beginning of class.

Ask students to curate a play list (and add some of your own). Invite reflection on the impact of the song on their state of being. The point is to develop awareness.

8.  Invite students to suggest ideas for check-ins.

After establishing the routine and exposing them to different types of check-ins, invite students to suggest ideas or lead a couple, so they can be co-creators.

I suggest varying the type of practice but doing it regularly to students can experience regular practice. Keep it short but consistent.

Explain the WHY and how it relates to course content and to their well-being. 

If you notice that many students are struggling, connect them with campus support resources. I also find ways to build in a pause to course content or have an art project day. I find that can be a supportive way to enhance their resilience and build community.