The end of the day or period can be a chaotic time.
You may be distracted, passing things out or giving last-minute instruction.
Your students, poised to leave, may not be so attentive.
Voices get loud. Misbehavior tends to increase. And holding students accountable becomes a greater challenge.
This underscores the importance of starting your wind-down early, of giving yourself enough time to calmly get your students ready to go.
It also pays to make the final moments of every day a routine like any other.
But there is one more thing you can do. It’s a super easy strategy that takes just 60 seconds and ensures that you finish on a positive note.
What is it?
It’s to lead your class in one-minute of silence. I’ve written about this topic before. (You may want to review the article before continuing.)
But I’ve since added a new wrinkle to the strategy that has made it even more effective.
The way it works is that just before giving the signal to begin your one minute of silence, you’re going to ask your students to focus on one thing in particular.
Focusing the mind on a single sound, movement, or thought has a unique way of calming excitability, restlessness, tension, and stress. In fact, it’s the basis behind the practice of meditation.
I’ve experimented over the years with a number of different objects of attention and have discovered three that work especially well.
1. Breath.
After giving your signal to start your one minute, have your students mimic you as you focus on breathing deeply and fully with your diaphragm.
Sit up straight (or stand) and place your hand on your stomach as you expand on the inhale and contract on the exhale. Depending on your grade level, you may want to count your breaths aloud or say the words “inhale” and “exhale.”
2. Gratefulness.
Just before giving your signal, ask your students to choose one thing about the class that they’re thankful for. It can be a person, a book, a lesson, an event or circumstance that happened that day, or anything at all.
They should keep that one thing in mind and allow it to make them smile or feel happy. They can also consider how they can return the favor or pay it forward.
3. Improvement.
Similar to gratefulness, you can ask your students to think about one area they improved that day. It can be something really simple like asked a good question or read without getting distracted.
Have them relive that experience by visualizing it, savoring it, and remembering how it felt. If they can’t think of anything, then they can choose something they’d like to improve and visualize how it would feel.
A Daily Touchstone
Taking a minute to focus on the breath or a positive aspect of their day is a great way to ready your students for dismissal.
It quiets and settles. It relieves stress and cuts down on last-second misbehavior. It sends them on their way breezy and content and ready for whatever awaits them.
It also supports a kind and peaceful learning environment.
But you don’t have to use my suggestions. What you choose to focus on is limited only by your imagination and what feels right for your grade level.
Try focusing on the ambient sounds around you on one day, for example, and their favorite place to be on the next.
Just be sure to make it a regular part of your dismissal routine.
In this way, that brief time of stillness and reflection will become a calming touchstone your students look forward to every day.
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How do you introduce this to students who may be resistant so that they participate, or at least don’t interrupt those who want to participate? I am thinking of middle schoolers and it could turn into a power struggle. I wouldn’t want it to be a moment of contention or have to apply the school-wide discipline steps because certain students don’t “buy in”.
Also, can you start this practice any time? Or is it better to start the first day/after an extended break?
Thank you so much.
M:)
Hi Michelle,
I wish I could give you a quick answer. I’ll be sure to add this topic to the list of future articles. As for when to start, anytime is good. 🙂
I’m just wondering if Michelle K. has tried it yet. I use meditation successfully all the time. I teach 7th and 8th graders. Sometimes it is just the thing to quiet rambunctious students in the middle of class. However, I do like the consistent ending, and will probably adopt this practice.
I have found that even the most resistant student will participate eventually, especially if I suggest they close their eyes. If they have trouble keeping their eyes closed, I tell them they may put their hands over their eyes, and/or put their heads down, and then meditate. Another helpful way to encourage them is to ask them to think about a parent, friend, sibling, teacher, etc., who has been helpful. Of course, this is part of gratitude.
My grade 4 students loved doing this last year. Somehow I forgot to bring it back in the rush to cram in more elements this year. Time to bring back our breathing moment.
This sounds like a nice idea. One question: how would you respond to children who take this opportunity to make silly noises or other distractions? Which I know would happen in any of the classes I teach! Especially the older children
Hi Alison,
Follow your plan, enforce a consequence.
Wonderful idea! I teach first grade. When it gets a bit roudy, I often have everyone take a minute to relax and be quiet, meaning no movement or tapping, just silence. It works well.
Thank you for your wonderful suggestions each week. I have been able to apply many to my classroom.
Great to hear, Amy! You’re welcome.
Sounds like a great calming strategy! Would you recommend doing this before papers are passed? Or the very last thing done before lining up?
How did I miss this one Michael? This is such a great idea! As always, keep the tips coming. You are truly amazing! I am still trying to perfect your techniques.
Thanks Laurie! Will do.
I love your blog articles and have several of your books, but I thought this was ridiculous. Today, half as a joke, I tried it and to my great shock, it worked beautifully for my rowdy 4th graders. We left happy with high fives and not a single lunch box or jacket left in the basket after school. Thanks!
It’s my pleasure, Amanda. I’m so glad it worked well.
Hello, Michael.
This sounds like it can really be a very effective way of winding down after a long school day. I doubt that it would meet with continued resistance if it’s presented properly. Actually, I already begin my day with A Moment of Silence instructing the class to lower their heads and think introspectively of at least one positive thing they will try try to do during the course of the day, academically or socially, that would be helpful to themselves and/or others. It helps set a tone of responsibility and productivity that I find works better than reminders of classroom procedures.
Thanks for sharing, Rachel.
I started using this this week with my second graders, and it’s been great! We actually used it 2-4 times a day when we or I need it! I’m hoping this success continues, since I’m taking this somewhat difficult bunch to third grade next year! Thank you, lover your blogs!
Way to go, Elizabeth! I’m glad it’s been helpful.
I am a sub. You don’t have much for subs specifically here, but what I have taken to heart is that my job is to reinforce any specific management plan a teacher has in place. So far, out of 100 classrooms now, I have had a dozen teachers tell me confidently, “the kids know what to do, follow them” which was a disaster waiting to happen. The first teacher who told me that, right after she left, a child suggested every child should be given candy and a toy, as the teacher did that every day. I hadn’t been given a map, but was told the kids knew the way (6 and 7 year olds): they took me on quite the game of follow-the-leader.
My biggest issue: the aggressive kids. Every single day, every classroom, there’s a child who will take Sub day to tackle classmates. I am not allowed to ever physically touch any child- no fist bumps, no pats on the back, never tie a shoe… I legally can’t even stop a kid from bleeding out or perform a Heimlich. But I have had kindergartners climbing wall shelves, pinning classmates to the floor in choke holds, and pulling scissors apart and threatening to stab. Two days ago, a couple 9 year old girls started clawing each others’ faces. Today an 8 year old boy dragged a classmate from his chair to sit on his chest and punch his face.
This teacher had complete control of the darlings when I arrived. In front of her, the class perfectly recited, in unison, the “expectations for behavior for guest teachers ” anchor chart. I kept my words brief, at a normal volume, and upheld the letter of her law. At the end of the day 8 students took home “Happy Grams” proclaiming their role-model behavior, but the 14 others left the room looking like a hurricane hit….
My homeroom students come from another class at the end of each day. Sometimes they are coming real close to busses being called so we don’t have much time. The busses are staggered so there may 2-3 busses called and then a lull. Other days we are waiting about 10 minutes before busses are called. Anyway, my kids come in really loud and keep it up the entire dismissal time. I hate this time of day. What can I do?