TSM Sample Classroom Practice

Introducing TSM Practice

Before starting a TSM practice, checking in with the class can inform your practice.

Review the TSM checklist and be sure to be aware of any students that may be exhibiting signs of trauma.

Introducing the science of TSM

Before starting your practice discuss the science behind Trauma Sensitive Mindful Practices.

Students may not immediately buy into the practice so a simple scientific explanation or breakdown

of the brain and how its fight or flight response reacts can assist those with reservations.

Window of Tolerance

What is a window of tolerance?

Window of tolerance is a term used to describe the zone of arousal in which a person is able to function most effectively. When people are within this zone, they are typically able to readily receive, process, and integrate information and otherwise respond to the demands of everyday life without much difficulty.

Introducing an emotional scale and requesting that the class silently gauge where they are currently feeling on the scale is an effective way to encourage introspection. At the end of the practice the students will return to this scale and reassess themselves.

Conscious Breath

Introducing a conscious breath practice to a class can be a powerful tool but we must remember

that it is not a panacea to solving all trauma and can reignite past traumas.

Invite the class to the practice and ensure that they know they are in charge of the practice

and that if they need to stop or rest during the practice they are encouraged to do so.

They are in charge.

Introducing the class to a variety of meditation anchors (such as focusing on their hands resting on their lap, a sight, a sound) is also helpful since their breathing may not be neutral.

When introducing conscious breathing to a class I use the below video as a guide. The first time we attempt conscious breathing I let the video play for 4 breaths and then ask the class, how many breaths do you think you've taken? Often they will guess far more than they've taken

and this gives me a gauge as to how fast their mind and body may be racing.

I typically only do this breathing exercise (through the nose and out through the mouth) for one or two minutes until I gauge whether the class has engaged and enjoyed the exercise.

Short Yoga Practice

Due to so many of us sitting at desks for extended periods of time I encourage students

to take break and engage a simple yoga or stretching regime.

As an educator it is important that you again invite your students into the practice and ensure that they feel in control.

Remind the class that they should only do what they feel comfortable with. While the class is undertaking the practice look for signs of stress or disassociation and intervene if necessary.

Ensure that physical boundaries are respected and remind the students that they can "hit the brakes" if they are feeling overwhelmed.

If interest and time allows I will return to the conscious breath exercise and again ask if the class can guess how many breaths they've taken. Usually they are much more accurate on their second attempt.

Window of Tolerance and Cool Down

A reminder that mindfulness alone is not enough to heal trauma and as you initiate the end of your practice to be aware of students that may be struggling.

These exercises are meant to achieve greater self regulation and widen one's window of tolerance.

As a final practice request that the students return to their window of tolerance and gauge

where they would situate themselves and if this has improved from before the practice.

Take a 5 minute Break

Upon completing our practice I allow the class to take a five minute break so as to consider themselves, the practice and prepare themselves for the class and day ahead.

Again, always be on the look out for students exhibiting signs of trauma or disassociation.