Wednesday, 14 November 2018

Reset

Almost everything will work again if you unplug it for a few minutes… even you.

~ Anne Lamott




We need to unplug and unwind. Need a break from the rigours and emotional demands of everyday. The question is how to unplug and recharge? Solar power is the answer! Sit in the sunshine, read and then embrace each and every moment of the day, recharged. Still, while we all need our time with ourselves, unplugging and unwinding is not, necessarily, an act of isolation. Again, research shows the importance of community and genuine social interaction.

Getting Lost to Understand Our Selves

Not until we are lost do we begin to understand ourselves.

~ Henry David Thoreau



We can not discover ourselves without looking. Also, we need to know what we are looking for and why we are looking for it. Why do we make the choices that we do? How much of our lives are based on self-destructive patterns that, without reflection, we tend to repeat? When we face a serious life crisis or challenge, it affords us the chance to sit down and truly reflect on ourselves. Do you like the person looking back at you from the mirror? Why or why not? What are our goals, why are they our goals and are they realistic? Oftentimes, this requires a stiff honesty with ourselves, and we may not be happy with what we see. This is another reason why mindfulness can help us: the past is the past and can not be changed, the future is the future and never happens, leaving us with the present. This is good because the present is all we have control over. While we may wear shackles of previous decisions, it is in the present that we are able to transform our selves and our situation. Just looking can be a shot in the dark. With reflection and guidance, perhaps we can ascertain that which we truly aspire to and separate those things which really matter from those self-limiting or toxic aspects of our lives.

Our Life Is Our Message

Our own life has to be our message

~ Thich Nhat Hahn



My work is always what matters most to me. I fight. Always. I try to affect change, oftentimes with the grace of a bull and the diplomacy skills of Attilla the Hun. When I am gone from this earth, I hope that my legacy is what others have learned and gained from my work and having me as a part of their lives. I do not wish to be recognized, nor do I care if I am remembered - it is not about me, its about inspiring others to live full, productive and joyful lives. What matters most is that others move forward in a loving and compassionate manner; that they too promote these ideals by way of their actions, for this is how we truly change the world. To speak for those who have no voice, and to battle for justice and understanding. Altruism is fulfilling and offers us a sense of purpose while doing good. As research shows, we need people around us. Loneliness kills. Our lives should be based in building and developing one’s self, while embedding ourselves in a strong social family.

Behaviours of Others

Don’t let the behaviour of others destroy your inner peace.

~ Dalai Lama



Sometimes I can feel like I have no inner peace to begin with. So often, I feel the tumult of chaos and exhaustion in every fibre of my being. I often feel that I have given more than I have to give, leaving me with a sense of both an emotional and physical deficit. I know that I am not alone in these feelings. We need to build within if we are to withstand life’s storms. We need a rock upon which to build and supports the structure of self that we am endeavouring to construct. Our foundations oftentimes feel as if composed on sand, with the wind perpetually in our faces. We need a vacation - a time to rebuild and replenish ourselves, and free from the distraction of those niggling gremlins of doubt and self-defeat - none of that is real, but, rather, an illusion for our undisciplined minds. We are born to serve, as we are communal creatures, but all tools require maintenance if they are to continue to be of any use at all.

Fear of the Unknown

One is never afraid of the unknown; one is afraid of the known coming to an end.

~ Jiddu Krishnamurti



Despite knowing full well, despite the cliche, that “all that stays the same is change”, there is a part of us that clings to what Krishnamurti is alluding to here. This is why I spent the last ten of the twenty years in my marriage, even though I knew that it was negative for both my daughter and I. It is like the abused spouse staying with their partner (and I believe that what I endured would be considered as abuse), or the unhappy worker who remains in the job that they hate. We fear that known coming to its conclusion. When I reflect on my life, I see many “ends” and “beginnings”, intermediated by the unknown. As life is, things ebb and flow. Rugby, my years spent as a Correctional Officer, teaching - each had its own epoch and challenges. One’s holding onto such things - just like in the previous entry on happiness - it always comes back to our expectations and insecurities. Despite it all, the sky has not fallen. We must, in the Taoist sense, yield to the winds of change as a tree, or, alternatively, snap and break from being rigid.

Notions of Happiness

Our notions about happiness entrap us. We forget that they are just ideas. Our idea of happiness can prevent us from actually being happy. We fail to see the opportunity for joy that is right in front of us, when we are caught in a belief that happiness should take a particular form.

~ Juddu Krishnamurti



We want to be happy. It is the expectations to which we cling that cause suffering. We must focus on those things which we can control. We can not aspire to,  control others. While our mind may know that the television and films that we have been raised upon do not reflect the broad spectrum of reality - the perfect family, relationship, etc. - we must not allow these things to become an expectation or belief that the reality of our lives - or anyone’s - can be reflected as those stories or scripts - the words of a writer’s fantasy and imagination. We must live and find beauty in the moment and not, to use a metaphor, put life on hold and not enjoy the days of the week, living only for the weekend. We must savour each and every moment, regardless of their emotional colour.

Wednesday, 16 August 2017

Reflections: Thoughts on Mindfulness and discovery/understanding of one’s self

Our notions about happiness entrap us. We forget that they are just ideas. Our idea of happiness can prevent us from actually being happy. We fail to see the opportunity for joy that is right in front of us, when we are caught in a belief that happiness should take a particular form.

~ Juddu Krishnamurti



I need to be happy. It is the expectations to which I cling that cause suffering. I must focus on those things which I can control. I can not, nor do I aspire to, control others. While my mind knows that the television and films that I have been raised upon do not reflect the broad spectrum of reality - the perfect family, relationship, etc. - I must not allow these things to become an expectation or belief that the reality of my life - or anyone’s - can be reflected as those stories or scripts - the words of a writer’s fantasy and imagination. I must live and find beauty in the moment and not, to use a metaphor, put life on hold and not enjoy the days of the week, living only for the weekend. I must savour each and every moment, regardless of their emotional colour.

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One is never afraid of the unknown; one is afraid of the known coming to an end.

~ Jiddu Krishnamurti



Despite knowing full well, despite the cliche, that “all that stays the same is change”, there is a part of me that clings to what Krishnamurti is alluding to here. This is why I spent the last ten of the twenty years in my marriage, even though I knew that it was negative for both mu daughter and I. It is like the abused spouse staying with their partner (and I believe that what I endured would be considered as abuse), or the unhappy worker who remains in the job that they hate. We fear that known coming to its conclusion. When I reflect on my life, I see many “ends” and “beginnings”, intermediated by the unknown. As life is, things ebb and flow. Rugby, my years spent as a Correctional Officer, teaching - each had its own epoch and challenges. One’s holding onto such things - just like in the previous entry in my writings on happiness - it always comes back to our expectations and insecurities. Despite it all, the sky has not fallen. I must, in the Taoist sense, yield to the winds of change as a tree, or, alternatively, snap and break from being rigid.

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Don’t let the behaviour of others destroy your inner peace.

~ Dalai Lama



Sometimes I can feel like I have no inner peace to begin with. So often, I feel the tumult of chaos and exhaustion in every fibre of my being. I often feel that I have given more than I have to give, leaving me with a sense of both an emotional and physical deficit. I need to build within if I am to withstand life’s storms. I need a rock upon which to build and supports the structure of self that I am endeavouring to construct. My foundations oftentimes feel as if composed on sand, with the wind perpetually in my face. I need a vacation - a time to rebuild and replenish myself, and free from the distraction of those niggling gremlins of doubt and self-defeat - none of that is real, but, rather, an illusion for my undisciplined mind. I am born to serve, but all tools require maintenance if they are to continue to be of any use at all.


_____________________________________________


Our own life has to be our message

~ Thich Nhat Hahn



My work is always what matters most to me. I fight. Always. I try to affect change, oftentimes with the grace of a bull and the diplomacy skills of Attilla the Hun. When I am gone from this earth, I hope that my legacy is what others have learned and gained from my work and having me as a part of their lives. I do not wish to be recognized, nor do I care if I am remembered - it is not about me, its about inspiring others to live full, productive and joyful lives. What matters most is that others move forward in a loving and compassionate manner; that they too promote these ideals by way of their actions, for this is how we truly change the world. To speak for those who have no voice, and to battle for justice and understanding. 

I am nervous about potentially being in the documentary film on mindfulness, being made through Fox Studios Australia. I am no one’s guru, and I don’t want it to focus upon me. It needs to be about the work, not the individual. I hope that it provides hope for others who are affected by trauma, stress, depression and anxiety through methodology. I am far from a role model as I continue to face my own internal battles. This whole film came straight out of the blue. Definitely, I never would have thought such a thing would happen.

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Not until we are lost do we begin to understand ourselves.

~ Henry David Thoreau



My reflections today are being written open the last day of classes with my grade 4 students. The summer holidays commence tomorrow. My intentions are to not feel lost - but to take this holiday to work toward an understanding of my self. I hope to motivate myself not to sit idle with the passing days. It is such a psychological swing to flip so quickly from the often overwhelming tumult of teaching with its structures and demands, to all at once have complete freedom and no assigned plans for the day. I intend to push myself physically, expand and broaden my thinking and to convalesce with nature as often as possible. I will use this time to find my next thing, now that I have been ten months away from rock climbing. I must find a new indulgence and passion to balance my work, so as to not be completely consumed by it. I am in the middle of my life, and must live completely in the moment, for, if I am always looking forwards and backwards, I can never see where I truly am - here in the now. The present: a place where we are no longer lost if we can realize our true selves. As life is unpredictable (for example the film opportunity with Fox), we never truly know where we are headed, so to be lost is a product of our imaginations.


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Almost everything will work again if you unplug it for a few minutes… even you.

~ Anne Lamott



As of now, I am officially on summer holidays. Need to unplug and unwind. Need a break from the rigours and emotional demands of everyday. I feel exhausted. The question is how to unplug and recharge? Solar power is the answer! Sit in the sunshine, read and then embrace each and every moment of the day, recharged.


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And I think to myself: what a wonderful world.

~ Louis Armstrong

This is such a wonderful world, though, so often we allow negativity to hijack our perspective. This causes me to think on the words of Confucius: “Everything has its beauty, but not everyone sees it”. No matter how bad things seem to be, there is always something beautiful that we can see or find if we strive to see it. I think of the alpine wildflowers that grow in the harshest of climates, to bloom for a few weeks, and then to sleep again beneath the craggy rocks, ice and scree. This is truly an example and metaphor for the beauty which abounds.


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If you are depressed, you are living in the past. If you are anxious, you are living in the future. If you are at peace, you are living in the present.

~ Lao Tzu


My mindfulness course through the University of the Pacific begins today. Though I have been trying for over two decades to live by Lao Tzu’s words, I am hoping that this undertaking assists me to live more in the present - to serve as a refresher for those things that I have put into practise, but, perhaps have allowed to become sloppy in form. It is a Fundamentals of Mindfulness course, so much of it is review. However, despite our experience in any area, there is a great benefit to revisiting the basics. I still experience bouts of anxiety and depression, though they are much farther and fewer than those I experienced in previous times. They still manage to take hold of my thoughts and become gremlins of self depreciation, doubt and fear. Being aware of what these negative gremlins is essential, the challenge is not allowing negative or despairing thoughts about things beyond one’s control to dominate one’s psyche. I am in control of myself alone. I must live fully and completely, and not allow other’s choices, perceptions or negativity to contaminate the moment. I must leave things of this nature outside of me, and experience life coming from within and pushing out in a spirit of positivity, compassion, joy and love to mingle with the universe and to be absorbed in all things.


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Knowing yourself is the beginning of all wisdom.

~ Aristotle



Isolating one’s self is difficult with all of the masks which we wear and roles that we play. Is there a single self in all of this, or are we all of these external selves born of that which is within our being? Is the actor the role or is there a governing self from which all these arms attach to as they reach outward? “Of these things I’ve become” is tattooed on my arm as it is part of my story depicted through ink on skin. I believe there is a central core of self, but, as we are shaped by our experiences and genetics, I wonder to what extent it exists independently… energy matter. We often plays roles in which we are uncomfortable, and others where we are happy. Is this perhaps the looking glass of our true inherent selves?


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The wound is where the light enters you.

~ Rumi



This quotation by Rumi makes sense as one intentionally focuses on that which is hurting. Healing is becoming stronger - to fortify the body and make it whole again with an increased sense of resilience. I got a new tattoo today - opening my skin to the ink, which will then heal and hold a message of significance - the separation of self, held together - mind and body - each of it’s own, unifying the Five Koshas. Once healed, that part of my skin will be adorned with far more meaning for me. Through this wound, the light enters. All that we endure and survive, though sometimes taking us to the breaking point, does make us stronger if we are willing to do the necessary things to make it so. All failure is an opportunity to learn. All hurt is an opportunity to heal. With no black, there can be no white - the yin and yang are necessary to understand opposites and to then determine what it is we shall pressure internally and through our interactions with others.


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I have the impression that many of us are afraid of silence. We’re always taking in something - text, music, radio, television, or thoughts - to occupy the space. If quiet and space are so important for our happiness, why don’t we make more room for them in our lives?

~ Thich Nhat Hahn



I so often crave and need silence after working all day, but never seem to get enough of it. Some nights, it feels like there are lesions on my brain - as though it is physically cut, scraped and scratched. Now, with summer holidays and my daughter sharing her time between my home and my ex-wife’s place, I am getting and appreciating the peace to the depths of my being. I realize how tired I truly am and that my body and mind have been pleading for a reprieve from the rigours of my working life. The taxing demands of my occupation take so much, and this year was particularly a difficult one beyond the school walls: daughter’s best friend being hit, dragged and killed by a transit bus, helping her to navigate the emotions of her first real dealings with death, aside from the loss of pets. The emotions of separating from my wife after nearly 21 years together was exceptionally exhausting on an emotional level, excruciated through the legal aspects and formulation of our separation agreement. I willingly took much less than I was entitled to, much to the chagrin and protests of my lawyer. For me, freedom comes before money and materialism and freedom was all I sought; a freedom I should have reached for a decade ago. Lastly, there was the chaos of buying my new home as there was so much tied up with my separation and, while the resources were there, attaining them was rife with struggles and complications. I am, however, free. I do appreciate the peace afforded by my freedom. It does appear to be all or nothing, and, while not experiencing it thus far, I fear boredom as so much time can allow the gremlins to hold my mind hostage as they feed me their doubting and negative thoughts (when I refer to my gremlins, it is based on a book written by Rick Carlson titled How to Tame Your Gremlin, which was recommended to me by my therapist years ago when I was dealing with the worst aspects of my PTSD. No, I do not hear voices.). I do find myself a bit lonely, after being constantly surrounded by my students and staff. Solitude is a good thing, however I do long for company and good conversation. I need to motivate myself to put my bike rack on the Fiat and then head out on a road or trail.


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Just because my path is different, doesn’t mean I’m lost.

~ unknown


We all have our paths to walk, but are rarely intimate with our own.  I am glad that I motivated myself to install my bike rack on the Fiat, and then headed out for the trails at Elk Island National Park on my mountain bike. The sights, sounds and smells of nature were a treat for the senses, as I enjoyed the exertion of riding, my muscles alive and body enveloped in sweat, cleansing. 

I have also been enjoying playing music in several sessions in my man loft (unlike my old house which had a subterranean room where I played music and could be appropriately called a man cave, my present music room is in the upstairs of my home.). Though often frustrated by my perceived self-image of severely lacking in musical prowess, it feels so good to sing and play my guitars, mandolin, bodhran and Irish whistles. I do tend to enjoy a dram or two of whiskey when I play, but, in moderation, this is one of life’s pleasures that I greatly enjoy.


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It is no measure of good health to be well adjusted to a profoundly sick society.

~ Jiddu Krishnamurti




Krishnamurti’s message says all that really needs to be said. When one reflects on the meaning of these words, we can observe the roots of violence, apathy, lack of fulfillment, despair and a world run by conformity, corporations and media. We need to be the change by being our selves. If all you read, listen to, watch and do is empty of any sort of truly qualitative components or aspects, then how can we ever feel the joy of fulfillment? How can we make this world better if we stew in our apathy? How can we be who and what we are if we complicity wear the masks of conformity assigned to us by society or our employers. I have often felt a pariah on the periphery of society, walking to the beat of my own drum, though I know that, through my rebellions and decisions, much of it is to a more palatable conformity; i.e. punk rock. Much of what I have done has not always followed a conventional path, but mine is a spirit of poetry and adventure, thus I wander as I must and try to adhere to those things which make sense and feel appropriate. I believe my intentions are to always do good. The Buddha said: “Believe nothing, now matter where you have read it or who has said it… unless it agrees with your own reason and common sense.” To not do this is to not think critically. We must inform ourselves and not be fearful of who accepts us. We must accept ourselves. Anything else may please others, but leave us empty and hollow.

Tuesday, 16 December 2014

CBC Does a Story on Meditation and Yoga at Balwin School

I was very excited recently when Andrea Hunkar from the CBC came to Balwin School for a feature story on our daily Yoga and Meditation practices. If you wish to see the story, the web edition is available at:

http://www.cbc.ca/news/canada/edmonton/balwin-school-an-oasis-for-refugee-and-immigrant-students-1.2863869

The story also ran several times throughout the day on both CBC radio and television, in addition to being picked up by the CBC's national desk.

While this story tends to focus quite a bit on myself - a spotlight with which I tend to shy away from, it must be stressed that none of the good things that transpired to create this story would have been possible without the absolute support, buy-in and efforts of the entire staff at Balwin. The story also fails to mention my colleague, Munira Wazir. Munira deserves as much credit - if not more - than anyone at our school for making our practice what it is today. Munira and I worked solidly as a team to create all of this, and it is a shame that she was never mentioned as she most certainly deserves to be recognised for her contributions and efforts!

In closing, there is no formula or script from which one can take what we have done at Balwin that can be simply transferred and implemented elsewhere. Rather, it should simply be a catalyst for other schools to see the needs of their particular demographic and to pursue a holistic approach to serving their students. Serendipity had it that I arrived at Balwin with my vast experience in Yoga and Meditation, and was able to apply this to my group of students; all of whom were refugees with degrees of PTSD. Fortune truly blossomed into its proverbial lotus when Munira joined my classroom, with a similar background. From there, our love for the students and passion for our work led us onward, as it still does today.





++++Here is the original story that I sent to the media, resulting in the CBC story. At the time of writing, I am also awaiting word on whether Britain's Yoga Magazine will run part of the story.

Balwin: A Memoir On Mindfulness Mediation and Yoga for Refugee Children and Education Excellence
By Ed Meers

My name is Ed Meers, and I am a teacher at Balwin School. I am also a certified Yoga instructor who has specialised largely in PTSD. I have been a Yoga and Meditation practitioner for over 20 years. I initially started teaching Yoga in schools approximately 7 years ago where I offered Yoga as an options class at Highlands Jr. High. Five years ago, I moved to Balwin School where I was teaching in the Transitions program. This program was for refugee students with little or no prior schooling (grades 3-6), and no English language skills. I am now the ELL coordinator at Balwin, and teach ELL to students grades 3-9.


In the northeast corner of Edmonton lies a small piece of the Global Village. Balwin is an inner city K-9 school, comprised largely of immigrants, refugees and students from lower socioeconomic backgrounds.
When Balwin is showcased in the news, it is typically with a negative slant. For several years, Balwin was rated at the bottom provincially in terms of academic achievement, and was known for having murders committed along its immediate boundaries four years in a row, the last being a decapitated human head.
Perhaps more disturbing than having a human head found in the alley behind your classroom, was the students reaction – or lack of reaction – from such an event. Sadly, many of the students at Balwin have come from refugee camps and situations in countries such as Somalia, Afghanistan and Iraq where they experienced unimaginable traumas. The evidence of Post Traumatic Stress Disorder (PTSD) is prominent in our student population, ranging from the inability to self-regulate to physical violence against staff and other students. Between the affects of PTSD, coming to a new country, new culture, learning a new language in addition to curriculum, and, for many, learning to be in a school for the first time, it has presented an incredible challenge for all parties involved, and, perhaps, sheds a bit of light on why Balwin often scores low provincially when it comes to raw academic scores. Students straddle between the new world in which they find themselves, and their old world which was rife with violence and, often, religious fundamentalism.
Growing up is difficult in general. One of my students who, quite honestly, is more of a son to me than pupil, will tell me that “one day Allah is going to hit the world with a big stick and I am going to have to cut off your head”. When I ask why would he do this, does he not care about me, he replies “yes, but it’s not me doing it. It’s Allah guiding my hand”. The challenges these students face, and those who are desirous of assisting them to succeed academically, are immense.
One of my former students, now in grade 9, from Djibouti, came up to me not long ago and gave me a big hug, then told me that her aunt was murdered - shot in the head – the previous day, back in Djibouti. This student has been through so much in her young life. In Djibouti, she was raped, lived outside and witnessed such horrors as seeing her aunt try to set herself on fire because she could no longer tolerate being a woman in this country. The suicide attempt had failed, so they killed her by ramming a nail in her head. Upon coming to Canada, her father lost his leg and later died. When she first arrived, she was extremely volatile and violent. She would have anxiety attacks so drastic, the we had to call 911 a few times as we were unable to revive her. Now, as a teenager, she has one foot in her traditional Muslim culture, and, the other in Western culture. We have concerns about her joining gangs, drug use, etc.This story repeats itself over and over again in our school. These are the children we serve, and offers a bit of insight into the massive barriers that we encounter as Educators.

Ultimately, this is a story of success. I have been teaching at Balwin for half a decade. Originally, I was hired as a Transitions teacher. This program, for which funding was recently ended, focused on students who specifically were new to Canada, from refugee camps and had little or no previous formal schooling. While my class was small and I had a cultural broker to assist me sometimes, there was seldom a significant difference between the students in my class and those making up the majority of other classes. Overall, we were looking at approximately 50% of students being English as a Second Language (ESL) school-wide, a statistic that remains about the same today (though I would say these statistics reflect a lower percentage than what I perceive to be the case in terms of numbers). These ESL students are not those coming from peaceful places with a culture similar to our own here in Canada. Instead, the majority of our students are of Somali background, with others coming from troubled or impoverished parts of the Middle East and South America. The resources to support these learners are quite different and extensive than supporting a newcomer who is from a place like France or Germany. In my first year, 5 teachers went on stress leave, fights were a daily occurrence – sometimes using rocks and pencils as weapons. There was often chaos and little learning happening. We had to assess how we could affect change. Given the situation, staff were dealing with children who came from what I would call “alpha” cultures – large families, interned in camps; a place where only the strong survived and the loudest were fed. In Canada, we do our best to nurture all students with inclusion and differentiation, often perceiving those attempting to become “alpha’s” in a negative light due to their aggressiveness and difficulty being a team player. Understanding the “why”, we could now ascertain the “how” to affect positive change. As we identify the problem, we can begin working on developing solutions.
With my class being the least restrictive in terms of curricular mandates and of a smaller size, but also of perhaps the most concentrated of negative and violent behaviours, I introduced daily Yoga and meditation. A practicing Yogi myself for nearly 20 years and a certified Yoga instructor, and also as a person with PTSD, I understood the value and impact that such a daily practice could potentially have on students. The movement of Yoga, coupled with the calming affect meditation can have and the amygdala and sympathetic nervous system, were, in my opinion, important first steps in helping students to withdraw from their fight or flight mode and engage in learning. From here, I needed to establish a set of classroom rules – which I referred to as “Our Classroom Agreement” – as a way to keep behaviours in check, develop community, empathy and create an environment conducive for learning. These rules were compiled based largely on the Tribes program which I had trained in previously, in addition to other readings and personal experiences. The result was the following:

1.      No put-downs
2.      Always listen
3.      Respect
4.      No fighting
5.      We all belong
6.      Never give up
7.      You control you

Success did not come quickly, and my first year was difficult. In all honesty, every year has pushed me to my limits. Still, abiding by my own rule #6, I continued to persist. A large part of making these ideas work was to develop positive relationships with my students and their families. At the time, most of my students were strong Muslims from Somalia, and accepting that meditation and prayer were different things did not come easy.
However, over time and with more relationship building which included learning a bit of Somali myself (and, since: Serbian, Romanian, Farsi, on top of my smattering of Slovak, French, German and Spanish), and Balwin’s organization of monthly information nights for parents who were new to Canada went a long way in building bridges and making Balwin a community hub; as well as providing us with the rare opportunity to have translators and effectively communicate with parents. So, again, by never giving up, these strategies began to have a positive effect.

After witnessing these success stories, our Principal proposed that we do morning meditation with all the classes. So we did, with even further success. Then we decided to take things a step further and agreed, in the interests of truly building a positive school community, that we should gather all the students from K-9 in the gym every morning for meditation. I can honestly say, five years in, that the impacts have been profound. School violence and conflict has reduced significantly as students utilize meditation techniques to calm down and self-regulate, and academics have increased in positive results. In my opinion, there is a direct correlation to the settling and peace within our school, and increase in academic success, and our mindfulness practices. Research tends to support the benefits of adding a mindfulness meditation and Yoga practices to school curriculums. Given the affects such practices appear to be having at a school with needs like Balwin, one might assume that schools with more stability would also gain profoundly from implementing such practices.

Wednesday, 19 November 2014

Balwin: A Memoir On Mindfulness Mediation and Yoga for Refugee Children and Education Excellence

In the northeast corner of Edmonton lies a small piece of the Global Village. Balwin is an inner city K-9 school, comprised largely of immigrants, refugees and students from lower socioeconomic backgrounds.
When Balwin is showcased in the news, it is typically with a negative slant. For several years, Balwin was rated at the bottom provincially in terms of academic achievement, and was known for having murders committed along its immediate boundaries four years in a row, the last being a decapitated human head.
Perhaps more disturbing than having a human head found in the alley behind your classroom, was the students reaction – or lack of reaction – from such an event. Sadly, many of the students at Balwin have come from refugee camps and situations in countries such as Somalia, Afghanistan and Iraq where they experienced unimaginable traumas. The evidence of Post Traumatic Stress Disorder (PTSD) is prominent in our student population, ranging from the inability to self-regulate to physical violence against staff and other students. Between the affects of PTSD, coming to a new country, new culture, learning a new language in addition to curriculum, and, for many, learning to be in a school for the first time, it has presented an incredible challenge for all parties involved, and, perhaps, sheds a bit of light on why Balwin often scores low provincially when it comes to raw academic scores. Students straddle between the new world in which they find themselves, and their old world which was rife with violence and, often, religious fundamentalism.
Growing up is difficult in general. One of my students who, quite honestly, is more of a son to me than pupil, will tell me that “one day Allah is going to hit the world with a big stick and I am going to have to cut off your head”. When I ask why would he do this, does he not care about me, he replies “yes, but it’s not me doing it. It’s Allah guiding my hand”. The challenges these students face, and those who are desirous of assisting them to succeed academically, are immense.
One of my former students, now in grade 9, from Djibouti, came up to me not long ago and gave me a big hug, then told me that her aunt was murdered - shot in the head – the previous day, back in Djibouti. This student has been through so much in her young life. In Djibouti, she was raped, lived outside and witnessed such horrors as seeing her aunt try to set herself on fire because she could no longer tolerate being a woman in this country. The suicide attempt had failed, so they killed her by ramming a nail in her head. Upon coming to Canada, her father lost his leg and later died. When she first arrived, she was extremely volatile and violent. She would have anxiety attacks so drastic, the we had to call 911 a few times as we were unable to revive her. Now, as a teenager, she has one foot in her traditional Muslim culture, and, the other in Western culture. We have concerns about her joining gangs, drug use, etc.This story repeats itself over and over again in our school. These are the children we serve, and offers a bit of insight into the massive barriers that we encounter as Educators.


Ultimately, this is a story of success. I have been teaching at Balwin for half a decade. Originally, I was hired as a Transitions teacher. This program, for which funding was recently ended, focused on students who specifically were new to Canada, from refugee camps and had little or no previous formal schooling. While my class was small and I had a cultural broker to assist me sometimes, there was seldom a significant difference between the students in my class and those making up the majority of other classes. Overall, we were looking at approximately 50% of students being English as a Second Language (ESL) school-wide, a statistic that remains about the same today (though I would say these statistics reflect a lower percentage than what I perceive to be the case in terms of numbers). These ESL students are not those coming from peaceful places with a culture similar to our own here in Canada. Instead, the majority of our students are of Somali background, with others coming from troubled or impoverished parts of the Middle East and South America. The resources to support these learners are quite different and extensive than supporting a newcomer who is from a place like France or Germany. In my first year, 5 teachers went on stress leave, fights were a daily occurrence – sometimes using rocks and pencils as weapons. There was often chaos and little learning happening. We had to assess how we could affect change. Given the situation, staff were dealing with children who came from what I would call “alpha” cultures – large families, interned in camps; a place where only the strong survived and the loudest were fed. In Canada, we do our best to nurture all students with inclusion and differentiation, often perceiving those attempting to become “alpha’s” in a negative light due to their aggressiveness and difficulty being a team player. Understanding the “why”, we could now ascertain the “how” to affect positive change. As we identify the problem, we can begin working on developing solutions.
With my class being the least restrictive in terms of curricular mandates and of a smaller size, but also of perhaps the most concentrated of negative and violent behaviours, I introduced daily Yoga and meditation. A practicing Yogi myself for nearly 20 years and a certified Yoga instructor, and also as a person with PTSD, I understood the value and impact that such a daily practice could potentially have on students. The movement of Yoga, coupled with the calming affect meditation can have and the amygdala and sympathetic nervous system, were, in my opinion, important first steps in helping students to withdraw from their fight or flight mode and engage in learning. From here, I needed to establish a set of classroom rules – which I referred to as “Our Classroom Agreement” – as a way to keep behaviours in check, develop community, empathy and create an environment conducive for learning. These rules were compiled based largely on the Tribes program which I had trained in previously, in addition to other readings and personal experiences. The result was the following:

1.      No put-downs
2.      Always listen
3.      Respect
4.      No fighting
5.      We all belong
6.      Never give up
7.      You control you

Success did not come quickly, and my first year was difficult. In all honesty, every year has pushed me to my limits. Still, abiding by my own rule #6, I continued to persist. A large part of making these ideas work was to develop positive relationships with my students and their families. At the time, most of my students were strong Muslims from Somalia, and accepting that meditation and prayer were different things did not come easy.
However, over time and with more relationship building which included learning a bit of Somali myself (and, since: Serbian, Romanian, Farsi, on top of my smattering of Slovak, French, German and Spanish), and Balwin’s organization of monthly information nights for parents who were new to Canada went a long way in building bridges and making Balwin a community hub; as well as providing us with the rare opportunity to have translators and effectively communicate with parents. So, again, by never giving up, these strategies began to have a positive effect.

After witnessing these success stories, our Principal proposed that we do morning meditation with all the classes. So we did, with even further success. Then we decided to take things a step further and agreed, in the interests of truly building a positive school community, that we should gather all the students from K-9 in the gym every morning for meditation. I can honestly say, five years in, that the impacts have been profound. School violence and conflict has reduced significantly as students utilize meditation techniques to calm down and self-regulate, and academics have increased in positive results. In my opinion, there is a direct correlation to the settling and peace within our school, and increase in academic success, and our mindfulness practices. Research tends to support the benefits of adding a mindfulness meditation and Yoga practices to school curriculums. Given the affects such practices appear to be having at a school with needs like Balwin, one might assume that schools with more stability would also gain profoundly from implementing such practices.