3 Mindfulness Exercises to Inspire You + Your Students

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- Hey everyone.

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This is Jeremy Schifeling
with Khan Academy.

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Thank you so much for joining us today.

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I'm super excited for a really
action packed session today,

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and I think this is a very
timely session as well

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as we head into the last month
of an incredibly tough year.

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I think one of the things
that 2020 has taught us is,

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even in this moment of social isolation,

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how much we need each other,

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how much we need partners and
collaborators in our lives.

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And that's why I'm so
grateful in this moment

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of gratitude for our
partners at Headspace,

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because as much as we at Khan Academy love

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to focus on academics and
Scholastic development.

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We also know this year is about that more

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holistic idea of serving your students.

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How do you make sure that their social

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and emotional needs are met,

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as well as your own as educators?

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And so that's why I'm
thrilled to introduce you

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to two rockstar presenters from Headspace.

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First, we have Sam Snowden,

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who is a mindfulness
facilitator who specializes

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in supporting students and teachers,

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so has worked with tons of folks

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exactly like yourselves
for years at this point,

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and has actually worked directly
with elementary schools,

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with principals, with
educators across the world.

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And she's joined by Alice Nathoo,

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who's the head of social
impact at Headspace.

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And what she does there
is a larger portfolio

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that also includes
Headspace for Educators,

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which is an amazing program if you

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haven't checked it out already,

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which basically gets you all

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the power of Headspace for free,

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just for doing the great work
that you do as an educator.

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And Alice will share more
about that in a little bit.

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In the meantime, before we dive in,

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I want to answer sort
of three housekeeping

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questions that typically come up.

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Number one, in true webinar fashion,

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yes, the session will be recorded,

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and you will get a copy
of it automatically

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in your inbox right after the session.

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Number two, as educators ourselves,

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we want to make this super interactive.

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So ask questions at any
point using the questions tab

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on your go to webinar control panel,

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and also join lots of our pop quizzes

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that Sam will be sending
your way throughout.

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And then third and finally,

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I know a lot of you were interested

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in the Headspace swag bag,

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so free access to the Headspace platform

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for friends and family,

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as well as a copy of their
best-selling book on mindfulness.

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Just for being here live with us today,

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you're automatically
entered into a drawing

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for one of those five swag bags,

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and we will notify you after the session

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if you're one of those lucky winners.

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So that being said,

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thank you all again for making time

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and investing in today's session with us.

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And with that being said,

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I want to turn it over to Sam and Alice

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- Well, what an introduction.

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Thank you so much, Jeremy.

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And thank you Khan Academy, you know,

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for this opportunity to talk to you all.

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Hello, welcome,

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congratulations for making
this time for yourself.

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As Jeremy said, I'm Alice Nathoo,

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and I run Headspace for Educators.

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As a parent, you know,

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this has been such a hard year,

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and I can only imagine
for you all as educators,

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renewed respect for the jobs that you do.

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The incredible job you do,

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and how challenging it's been
this year for you, I'm sure.

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So I'm really excited to introduce Sam.

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I have to say my meetings with Sam

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are my favorite part of the day.

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There's just something about her

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that just is instantly relaxing.

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So I'm so excited we get to spend

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this half an hour together.

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But first, we thought we'd just,

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before I sort of introduce Sam,

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just to give you a little idea

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of what we're going to cover today.

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As Jeremy said, we want
this to be really practical.

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I mean, what we say at Headspace
is meditation made simple,

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and that's what we
thought about for today.

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What are some simple exercises for you

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to use for yourself and for your students?

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So Sam's going to talk a bit
about what mindfulness is.

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Don't worry if you've got,

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if you have a lot of experience,

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or you have no experience at all,

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hopefully there'll be
something for everyone here.

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And really then how it can help you

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optimize your learning environment,

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both remotely and hopefully
back in the classroom too.

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And then we'll finish
off with some Q and A.

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So I'm so excited to introduce Samantha.

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Jeremy did a wonderful introduction.

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You know, we're really excited to work

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with her on Headspace for educators.

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She's an amazing human being.

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So welcome my friend
and colleague Samantha.

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- Thank you so much, Alice.

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I feel completely overwhelmed with love,

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and it's a great way to start.

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And I just want to thank all of you,

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all the teachers for
showing up and caring about,

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you know, bettering of
your teaching practice.

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And I've also been a
teacher in the classroom,

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so I know the struggle.

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I've been a substitute teacher,

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which is kind of the hardest gig, I think.

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So all of the things
that I'll be offering you

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definitely come from a place
of embodied experience.

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I've tried them out,

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they're tried and true methods
for bringing mindfulness

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into your own life and also
into your students' lives.

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So I'm just so grateful to be here.

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And I'm so grateful to all of you

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for all the hard work you're doing.

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So I wanted us to start out
actually with a practice.

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We'll be doing a couple
practices together,

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and the reason for that is that,

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when you embody the practice,

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when you do it yourself,

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you have a better idea of how
to lead it with your students.

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And so I want to just preface that with

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if you want to keep your
eyes open the whole time,

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I'm going to invite you
to keep your eyes closed,

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but if you want to keep them open

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you can just rest your attention
on a spot in front of you,

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a few inches or a few
feet in front of you,

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and just let your eyelids
kind of rest halfway closed.

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And the first practice we're going

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to be doing is working with anchors.

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And when I talk about
anchors with my students

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I often show them this little bell.

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And I talk about how anchors keep a boat,

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right, from drifting too far away.

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So if this is our anchor and our

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boat wants to follow the waves,

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or if this is like our
mind and our mind wants

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to follow different streams of thought,

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the anchor brings it back.

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And it brings it back again,

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and again, and again.

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And over time we get much
better at paying attention.

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We get more control over our attention

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so that it doesn't feel like
it is being taken away from us,

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but we have some mastery over it.

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So this is really a foundational practice

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that you can do with your students.

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We're going to do a three minute,

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around a three-minute practice,

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but you can even shorten it to a one

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minute practice with your students.

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So if you're ready, I don't know you,

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maybe you're driving in a car,

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or if it's not safe to do a practice,

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please, you know,

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just listen and participate that way.

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But if you are in a semi-private space

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and you feel comfortable,

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you can join along with me.

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So the first thing we start
with is our body posture.

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So you want to have your
feet flat on the floor,

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and you just want to bring
some length to your spine.

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I like to tell the kids
to imagine that someone

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has a string right at
the top of their head,

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and they're just gently
pulling that string

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and it's lengthening the spine.

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And then when you're ready,
you can close your eyes.

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And I like to start with just

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a little bit of squeezing and releasing.

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We call this progressive
muscle relaxation,

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just to help you get into your body.

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So let's just start with our shoulders.

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Just bringing your shoulders
up toward your ears,

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and giving a little squeeze.

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And hold this for just a few seconds.

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And then take a nice deep
breath in through your nose.

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And as you exhale, just let
the shoulders relax down,

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away from your ears.

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And so we've all arrived, hopefully,

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in this still posture.

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And as we're sitting still for
maybe the first time today,

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we might notice our mind is so busy.

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So we're going to bring
just a natural curiosity

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to notice what our body
feels like in this moment.

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Are our eyelids fluttering,

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is our heartbeat racing
or is it really slow?

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Do we feel sleepy?

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So just notice.

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And then you're just going to start

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to take a couple of deep breaths,

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feeling your belly go out
and in as you breathe.

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So let's breathe in through our nose,

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and out through our nose.

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You can think of the words breathing in,

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breathing out.

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And then imagine it as a whisper,

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breathing in, breathing out.

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And now just hear it as
a whisper in your mind.

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See if you can let go of any
control over your breathing,

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so that your breath is just natural.

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You don't have to remember
to breathe or try to breathe.

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Breathing will just happen on it's own.

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And we're just breathing our breath,

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staying with the feeling or the sensation

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of the belly going out and in.

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And if your mind starts to drift away,

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just like the boat
drifting away on the waves,

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just label your thinking
as thinking, or planning,

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or maybe noticing sounds.

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And then very gently,

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very kindly come back to
the words breathing in,

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breathing out,

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and the sensations in
your belly as you breathe.

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And before we end our practice,

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see if there's one thing
that you noticed today

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about your breath that
you never noticed before.

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When you're ready, you
can slowly open your eyes,

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coming back to our space together.

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And I'm just curious,

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maybe in the chat you can mention

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one thing that you noticed.

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You might've noticed.

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I notice usually if I'm amped
up and I have a lot of energy,

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that my eyelids are fluttering
or that my heart is beating.

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So it's very sematic.

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It's very body driven if I'm amped up.

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But if I'm sleepy I might
notice heaviness in my eyes.

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I might notice, you know,

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dreams of falling asleep or, you know,

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cravings to get in my bed and sleep.

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So it's different.

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What we're noticing is different each,

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depending on how we're feeling.

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So if you'd like to share something

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that you've noticed from this practice,

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you can go ahead and share in the chat.

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And I believe I can see--

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- [Jeremy] A lot of folks are really

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sort of getting into this.

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Deanna mentioned the tension in her neck.

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Kim says, I noticed my
head hurt a little bit.

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Emily noticed, here we are in December,

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and I have a stuffy nose.

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So definitely a lot of sense of heaviness

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and weariness at this point of the year.

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- Thank you guys for sharing that too.

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And so anything you're noticing,

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whether it's pleasant,

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unpleasant, or neutral,

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is practicing mindfulness.

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That's the muscle that
we're trying to flex

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with ourselves and with our students.

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So that's really good noticing,

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and they're things that,

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if you think about the
categories of things,

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we can pay attention to.

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The one that we all mentioned

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in this practice was sensation, right?

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That's a huge category.

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Our internal body sensations.

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Another category is mental activity.

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So things that we're feeling,

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things that we're thinking about,

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or urges that we're having,

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or even images that
arise in our mind, right?

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Like flashes of memories from the day.

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Another category is our five senses.

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So we might be, when we close
our eyes like we just did,

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we might notice wind.

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I noticed the heater in my house.

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So it's nice and toasty
and warm for my skin.

00:12:57.820 --> 00:12:59.780
Or you might notice smells,

00:12:59.780 --> 00:13:02.650
if you have a candle or
any scents in the house.

00:13:02.650 --> 00:13:05.090
So that's another category,

00:13:05.090 --> 00:13:07.850
and the final category of
things we pay attention to

00:13:07.850 --> 00:13:09.660
has to do with our relationships.

00:13:09.660 --> 00:13:12.593
So you might've had a memory of someone

00:13:12.593 --> 00:13:15.310
that you love that's in your house.

00:13:15.310 --> 00:13:16.143
That's, you know,

00:13:16.143 --> 00:13:16.976
that you just thought, oh,

00:13:16.976 --> 00:13:18.158
I really like that person.

00:13:18.158 --> 00:13:21.900
Or I wonder how they're
doing, or I hope they're well.

00:13:21.900 --> 00:13:23.583
So any, any of these,

00:13:25.560 --> 00:13:27.690
any of the stimuli from
these different categories

00:13:27.690 --> 00:13:29.700
can pop up during our practice,

00:13:29.700 --> 00:13:31.490
and when we're being mindful,

00:13:31.490 --> 00:13:34.540
we're just noticing them
with this kind of curiosity

00:13:34.540 --> 00:13:37.253
and this openness to experience.

00:13:38.250 --> 00:13:39.580
So this is great.

00:13:39.580 --> 00:13:43.130
And when you're thinking about how

00:13:43.130 --> 00:13:45.470
to bring this into your classroom,

00:13:45.470 --> 00:13:47.569
or how to practice it with your students,

00:13:47.569 --> 00:13:51.230
you can teach them about
anchoring just like I taught you.

00:13:51.230 --> 00:13:53.330
And then you can set a
timer for one minute.

00:13:53.330 --> 00:13:55.930
So once they know how
to feel their breath,

00:13:55.930 --> 00:13:57.810
notice sensations in their body,

00:13:57.810 --> 00:14:00.740
and think of the words
breathing in and breathing out,

00:14:00.740 --> 00:14:02.800
they can practice in silence.

00:14:02.800 --> 00:14:05.610
And you might start with 30 seconds

00:14:05.610 --> 00:14:07.260
if they're really young children

00:14:07.260 --> 00:14:11.430
and then work up and progress
to longer periods of time.

00:14:11.430 --> 00:14:13.300
Or you can just keep it at a minute.

00:14:13.300 --> 00:14:15.371
That's sufficient for a lot of students

00:14:15.371 --> 00:14:17.663
in a lot of different age groups.

00:14:19.030 --> 00:14:20.810
So that's one practice.

00:14:20.810 --> 00:14:22.177
The second practice I want to talk to you

00:14:22.177 --> 00:14:24.720
a little bit about is the stop practice.

00:14:24.720 --> 00:14:27.770
And this one I've taught
to many, many children.

00:14:27.770 --> 00:14:29.630
And I think this is their favorite,

00:14:29.630 --> 00:14:31.890
because it's an acronym, first of all,

00:14:31.890 --> 00:14:35.160
so they can remember the
steps and what to do.

00:14:35.160 --> 00:14:37.590
And it's helpful because
the way we're going

00:14:37.590 --> 00:14:39.730
to practice it now and
how you can practice it

00:14:39.730 --> 00:14:43.157
in your classroom is to
ring a bell randomly,

00:14:43.157 --> 00:14:45.040
or any kind of sound,

00:14:45.040 --> 00:14:45.990
you can, you know,

00:14:45.990 --> 00:14:47.520
program your phone to go off

00:14:47.520 --> 00:14:49.620
at different times during the class.

00:14:49.620 --> 00:14:51.100
And then when you hear the sound,

00:14:51.100 --> 00:14:53.640
you're going to practice these four steps.

00:14:53.640 --> 00:14:54.700
So the four steps,

00:14:54.700 --> 00:14:58.100
we'll just do them kind
of briefly together.

00:14:58.100 --> 00:14:59.990
We stop what we're doing.

00:14:59.990 --> 00:15:02.310
And that's actually one of the
hardest things to do, right?

00:15:02.310 --> 00:15:05.250
Is to stop ourselves from
continuing to ruminate,

00:15:05.250 --> 00:15:07.680
or continuing to believe the thought

00:15:07.680 --> 00:15:09.120
pattern that we're having.

00:15:09.120 --> 00:15:12.430
So we stop, we take a deep breath,

00:15:12.430 --> 00:15:14.520
and we can do this again
with our eyes closed.

00:15:14.520 --> 00:15:16.463
So let's take a deep breath together.

00:15:22.028 --> 00:15:23.830
And then we just observe.

00:15:23.830 --> 00:15:27.060
And for this activity I'm
going to have us observe

00:15:27.060 --> 00:15:29.540
one thing in each of our senses.

00:15:29.540 --> 00:15:31.860
So let's start by observing a sound,

00:15:31.860 --> 00:15:34.133
just listening to a sound we can hear.

00:15:38.830 --> 00:15:41.113
Let's notice a smell, a scent.

00:15:46.490 --> 00:15:49.070
Let's notice a taste in our mouths,

00:15:49.070 --> 00:15:51.790
or just anything we notice if we run

00:15:51.790 --> 00:15:53.243
our tongue across our teeth.

00:15:58.120 --> 00:16:02.610
Let's notice the feeling of
our clothes against our skin.

00:16:02.610 --> 00:16:06.203
So the insolation of our
shirts or our sweaters,

00:16:07.060 --> 00:16:08.840
and just the feeling of being supported

00:16:08.840 --> 00:16:10.360
by whatever surface you're on,

00:16:10.360 --> 00:16:11.560
the weight of your body.

00:16:14.844 --> 00:16:16.930
And finally, as we open our eyes,

00:16:16.930 --> 00:16:20.430
just look around you and
notice something beautiful,

00:16:20.430 --> 00:16:22.960
or something that you're grateful for.

00:16:22.960 --> 00:16:24.490
Something that you're really glad

00:16:24.490 --> 00:16:26.653
you have in your personal space.

00:16:31.900 --> 00:16:32.733
Great.

00:16:32.733 --> 00:16:34.660
So that's the stop practice.

00:16:34.660 --> 00:16:36.883
And as far as observing,

00:16:38.120 --> 00:16:39.900
you can prompt your students to observe

00:16:39.900 --> 00:16:41.930
their five senses like we just did,

00:16:41.930 --> 00:16:43.650
or you can just have them observe

00:16:43.650 --> 00:16:45.440
whatever they're noticing in their mind.

00:16:45.440 --> 00:16:46.730
A thought, a feeling,

00:16:46.730 --> 00:16:47.990
a sensation.

00:16:47.990 --> 00:16:50.750
So it's up to you depending
on what's going on

00:16:50.750 --> 00:16:52.740
in the room or in the class.

00:16:52.740 --> 00:16:54.870
So whenever, I'm going to read,

00:16:54.870 --> 00:16:56.910
ring the bell twice
during our presentation.

00:16:56.910 --> 00:16:58.193
It'll sound like this.

00:17:00.028 --> 00:17:03.320
And I'm going to do it randomly
when you don't expect it,

00:17:03.320 --> 00:17:05.100
and we're going to do the stop practice.

00:17:05.100 --> 00:17:07.963
So I'll just say each word
and we'll practice together.

00:17:09.370 --> 00:17:11.090
I just wanted to share a quick story

00:17:11.090 --> 00:17:12.510
about the stop practice.

00:17:12.510 --> 00:17:14.862
I had a student who was
about eight years old,

00:17:14.862 --> 00:17:17.280
and I taught him the stop practice.

00:17:17.280 --> 00:17:20.180
And then the next
session the parents came,

00:17:20.180 --> 00:17:23.330
and his mom raised her hand and said,

00:17:23.330 --> 00:17:24.530
I really want to thank you

00:17:24.530 --> 00:17:27.520
for teaching my child this practice.

00:17:27.520 --> 00:17:30.980
And she said that when
they had lost their dog,

00:17:30.980 --> 00:17:32.580
their dog had run away,

00:17:32.580 --> 00:17:35.410
the mom was getting frantic and panicky.

00:17:35.410 --> 00:17:36.650
And she said her son said,

00:17:36.650 --> 00:17:38.020
mom, let's stop.

00:17:38.020 --> 00:17:39.290
Let's take a breath.

00:17:39.290 --> 00:17:41.430
Let's observe the sensation.

00:17:41.430 --> 00:17:43.592
And then let's proceed with more calm.

00:17:43.592 --> 00:17:45.420
And he had led her through it,

00:17:45.420 --> 00:17:47.620
and she said it made such a difference.

00:17:47.620 --> 00:17:50.340
So we never know when
we're teaching our students

00:17:50.340 --> 00:17:52.560
how this is impacting their families,

00:17:52.560 --> 00:17:54.580
and how they're internalizing.

00:17:54.580 --> 00:17:58.150
They often don't, aren't very emphatic,

00:17:58.150 --> 00:18:01.870
or they're not gushing
about the experiences

00:18:01.870 --> 00:18:03.759
they're having or learning.

00:18:03.759 --> 00:18:05.990
But then when you hear stories like this,

00:18:05.990 --> 00:18:09.483
it's very inspiring and
motivates you to keep going.

00:18:11.120 --> 00:18:14.910
So I wanted to talk a little
bit about what meditation is,

00:18:14.910 --> 00:18:17.970
and our expectations versus the reality.

00:18:17.970 --> 00:18:19.890
So I'm not sure,

00:18:19.890 --> 00:18:21.100
we're going to do a little poll to see

00:18:21.100 --> 00:18:24.070
what your meditation background is.

00:18:24.070 --> 00:18:27.340
So I don't know if many of you
have practiced before or not.

00:18:27.340 --> 00:18:29.250
But when you first start to practice,

00:18:29.250 --> 00:18:31.620
many people get really turned off,

00:18:31.620 --> 00:18:35.170
get turned away by the fact
that when you close your eyes

00:18:35.170 --> 00:18:36.810
you're bombarded with thoughts.

00:18:36.810 --> 00:18:37.940
You're bombarded with the busyness

00:18:37.940 --> 00:18:42.940
and the rush of your mind.

00:18:43.210 --> 00:18:45.950
And so a lot of people will
just give up at that point,

00:18:45.950 --> 00:18:47.830
and say, this isn't what I expected,

00:18:47.830 --> 00:18:50.860
because there's an expectation
that we'll get calm,

00:18:50.860 --> 00:18:52.290
that our thoughts will start

00:18:52.290 --> 00:18:55.053
to slow down when we want them to.

00:18:55.053 --> 00:18:58.660
But the reality is that
we're facing the busyness,

00:18:58.660 --> 00:19:01.210
that rush, that speed of thought

00:19:01.210 --> 00:19:03.660
that reflects the speed of our lives.

00:19:03.660 --> 00:19:05.530
So what we're really doing,

00:19:05.530 --> 00:19:09.830
what we're trying to cultivate
is a sense of kindness,

00:19:09.830 --> 00:19:13.050
openness, and a willingness
to be with things as they are.

00:19:13.050 --> 00:19:16.430
So we're sitting with whatever
shows up in our practice,

00:19:16.430 --> 00:19:17.900
and that's why we set a timer,

00:19:17.900 --> 00:19:19.493
because if we did this indefinitely

00:19:19.493 --> 00:19:21.720
it would be unsustainable.

00:19:21.720 --> 00:19:23.680
But we set a timer for, you know,

00:19:23.680 --> 00:19:25.040
five, if we're adults,

00:19:25.040 --> 00:19:29.193
five to 20 minutes, and
we see what shows up.

00:19:29.193 --> 00:19:31.770
That willingness to be
with things as they are

00:19:31.770 --> 00:19:35.680
changes the relationship we
have to our internal world.

00:19:35.680 --> 00:19:37.890
And it becomes a lot more peaceful,

00:19:37.890 --> 00:19:41.090
a lot more manageable
to confront our worries,

00:19:41.090 --> 00:19:43.650
our thoughts, our projections,

00:19:43.650 --> 00:19:45.470
and it prevents us from ruminating.

00:19:45.470 --> 00:19:47.760
We catch ourselves in
the middle of the day,

00:19:47.760 --> 00:19:48.780
in the middle of our lives,

00:19:48.780 --> 00:19:53.270
when our mind starts to
ruminate or starts to overthink.

00:19:53.270 --> 00:19:55.100
We don't want to discourage
thinking of course,

00:19:55.100 --> 00:19:57.680
but overthinking can be problematic.

00:19:57.680 --> 00:20:01.640
So that's a little bit
about how our expectations

00:20:01.640 --> 00:20:03.830
really match up with with the reality

00:20:03.830 --> 00:20:07.100
of meditation and mindfulness.

00:20:07.100 --> 00:20:08.550
So here's a great poll.

00:20:08.550 --> 00:20:11.460
What is your familiarity with mindfulness?

00:20:11.460 --> 00:20:14.420
Are you new to it, have you
tried it a couple of times,

00:20:14.420 --> 00:20:16.550
or do you have a regular practice?

00:20:16.550 --> 00:20:19.100
And, oh,

00:20:19.100 --> 00:20:21.080
I can't vote, sorry.

00:20:21.080 --> 00:20:22.534
- [Jeremy] Sorry about that--

00:20:22.534 --> 00:20:24.063
- That's okay!

00:20:24.063 --> 00:20:24.896
- [Jeremy] The answers are coming in

00:20:24.896 --> 00:20:25.960
fast and furious though.

00:20:26.950 --> 00:20:30.360
More than 400 teachers across
the country have now voted,

00:20:30.360 --> 00:20:32.430
and we'll close it in about five seconds.

00:20:32.430 --> 00:20:33.690
- Cool.

00:20:33.690 --> 00:20:35.720
- [Jeremy] And it looks like,

00:20:35.720 --> 00:20:37.630
as you can see here on the screen,

00:20:37.630 --> 00:20:39.840
a lot of folks have dabbled with it,

00:20:39.840 --> 00:20:41.740
but also a lot of newbies as well.

00:20:41.740 --> 00:20:42.573
- Nice.

00:20:42.573 --> 00:20:43.406
Okay, great.

00:20:43.406 --> 00:20:46.200
So about half have tried it a few times,

00:20:46.200 --> 00:20:48.790
and a quarter of you
have a regular practice.

00:20:48.790 --> 00:20:51.500
So that's, you know exactly
what I'm talking about.

00:20:51.500 --> 00:20:54.499
And if we were together and
we could have a dialogue,

00:20:54.499 --> 00:20:56.830
I would ask you what helps you

00:20:56.830 --> 00:20:58.053
sustain that regular practice?

00:20:58.053 --> 00:21:00.394
What keeps you coming back?

00:21:00.394 --> 00:21:03.000
I know for a lot of
people, if we struggle,

00:21:03.000 --> 00:21:04.990
I myself have struggled with anxiety,

00:21:04.990 --> 00:21:07.260
so mindfulness was the,

00:21:07.260 --> 00:21:09.971
it was just an amazing tool for my life.

00:21:09.971 --> 00:21:11.700
I never thought I would teach it,

00:21:11.700 --> 00:21:15.120
but I started practicing
at 15 and never stopped.

00:21:15.120 --> 00:21:17.410
So it's an incredible tool.

00:21:17.410 --> 00:21:20.180
And you all have your own
reasons for being drawn to it

00:21:20.180 --> 00:21:22.263
or for continuing to practice it.

00:21:25.330 --> 00:21:26.163
Awesome.

00:21:28.800 --> 00:21:31.683
So we can go to the next slide.

00:21:34.810 --> 00:21:36.310
- [Jeremy] Lena, if you wouldn't mind

00:21:36.310 --> 00:21:37.360
sharing your screen once more.

00:21:37.360 --> 00:21:38.320
Sorry about that.

00:21:38.320 --> 00:21:39.920
We'll switch back from the poll.

00:21:43.010 --> 00:21:43.843
There we go.

00:21:44.801 --> 00:21:45.634
- Perfect.

00:21:46.770 --> 00:21:48.070
- [Jeremy] Thanks everyone
for those great answers,

00:21:48.070 --> 00:21:49.752
keep them coming.

00:21:49.752 --> 00:21:50.835
- Let's just.

00:21:51.965 --> 00:21:55.046
(bell ringing)

00:21:55.046 --> 00:21:58.213
Stop, take a breath.

00:22:02.925 --> 00:22:06.457
And this time observe the
sensation in your body.

00:22:11.076 --> 00:22:13.743
With your hands, with your face,

00:22:16.370 --> 00:22:17.763
and then we'll proceed.

00:22:19.050 --> 00:22:19.883
Nice.

00:22:20.970 --> 00:22:23.440
So, what is mindfulness?

00:22:23.440 --> 00:22:26.660
To those of you that
have not tried it before,

00:22:26.660 --> 00:22:27.980
or maybe only once or twice,

00:22:27.980 --> 00:22:30.480
mindfulness is this way of being

00:22:30.480 --> 00:22:32.420
that we actually naturally have.

00:22:32.420 --> 00:22:33.670
It's a propensity we have,

00:22:33.670 --> 00:22:36.814
we don't have to learn it like
we would need to learn math.

00:22:36.814 --> 00:22:41.814
But it's often not accessible
because we're so busy,

00:22:43.530 --> 00:22:46.810
or it's very hard to cultivate deeply,

00:22:46.810 --> 00:22:51.220
because for the reasons I
mentioned that there's this

00:22:51.220 --> 00:22:53.160
little learning curve we have to get over

00:22:53.160 --> 00:22:56.530
to really rest in the practice.

00:22:56.530 --> 00:22:59.180
So a quick definition of it is that

00:22:59.180 --> 00:23:01.106
it's our our ability to be present

00:23:01.106 --> 00:23:03.790
and attentive with openness,

00:23:03.790 --> 00:23:06.470
curiosity, and a kind mind.

00:23:06.470 --> 00:23:09.070
So building that relationship of kindness

00:23:09.070 --> 00:23:11.040
and openness to our experiences.

00:23:11.040 --> 00:23:13.640
And being willing, like I said before,

00:23:13.640 --> 00:23:17.070
being willing to show up
however you are, right?

00:23:17.070 --> 00:23:20.310
Like showing up to yourself and
witnessing what's coming up,

00:23:20.310 --> 00:23:21.550
however it shows up.

00:23:21.550 --> 00:23:23.650
So there's a lot of acceptance.

00:23:23.650 --> 00:23:27.200
And when we accept what's
happening, we're not rejecting it,

00:23:27.200 --> 00:23:30.500
because the rejection is what
causes us a lot of stress.

00:23:30.500 --> 00:23:31.440
Trying to change,

00:23:31.440 --> 00:23:33.350
trying to get to a certain
mindset that we want

00:23:33.350 --> 00:23:36.060
to get to can produce kind of this inner

00:23:36.060 --> 00:23:39.160
conflict that becomes unsustainable,

00:23:39.160 --> 00:23:41.533
and kind of zaps us of our energy.

00:23:45.840 --> 00:23:48.540
So why do we practice mindfulness?

00:23:48.540 --> 00:23:51.450
I think, when I think of
teaching in the classroom,

00:23:51.450 --> 00:23:53.930
I think of these moments I've had where

00:23:53.930 --> 00:23:56.350
I've become a different person,

00:23:56.350 --> 00:23:59.500
especially with students in
classrooms where there was

00:23:59.500 --> 00:24:02.120
just no interest when I
was a substitute teacher,

00:24:02.120 --> 00:24:05.800
and people expected to have a day off,

00:24:05.800 --> 00:24:08.960
and I would get so agitated and so upset.

00:24:08.960 --> 00:24:11.240
And if I didn't have
my mindfulness skills,

00:24:11.240 --> 00:24:12.900
I think I would have turned into someone

00:24:12.900 --> 00:24:14.840
that I didn't even recognize.

00:24:14.840 --> 00:24:16.350
I would have probably, you know,

00:24:16.350 --> 00:24:18.141
screamed or hit a table,

00:24:18.141 --> 00:24:21.010
or something really, really drastic,

00:24:21.010 --> 00:24:24.850
because there's so many moments
where there's frustration.

00:24:24.850 --> 00:24:26.530
But if we think about using it as

00:24:26.530 --> 00:24:28.500
a stress management tool in the classroom,

00:24:28.500 --> 00:24:30.390
we're stopping to notice.

00:24:30.390 --> 00:24:34.100
We're taking a moment to notice
what's going on within us.

00:24:34.100 --> 00:24:37.240
And just the acknowledgement
of that sensation,

00:24:37.240 --> 00:24:39.070
that thought, that emotion,

00:24:39.070 --> 00:24:40.470
helps it to settle.

00:24:40.470 --> 00:24:42.150
Just the pure acknowledgement of it.

00:24:42.150 --> 00:24:43.400
We don't have to do anything more

00:24:43.400 --> 00:24:45.260
than that most of the time.

00:24:45.260 --> 00:24:47.270
And that allows us to stay resilient,

00:24:47.270 --> 00:24:50.580
and to meet our students with more calm,

00:24:50.580 --> 00:24:52.860
and to meet them with more bandwidth,

00:24:52.860 --> 00:24:55.400
which makes the teaching
profession a sustainable one,

00:24:55.400 --> 00:24:56.450
instead of a, you know,

00:24:56.450 --> 00:25:00.330
one where you get burnt out in
the course of a year or two.

00:25:00.330 --> 00:25:02.460
It also helps our physical health.

00:25:02.460 --> 00:25:04.460
So it increases our immune system.

00:25:04.460 --> 00:25:06.640
It strengthens our immune system.

00:25:06.640 --> 00:25:08.780
It's correlated with longevity,

00:25:08.780 --> 00:25:10.260
and that has to do with telomeres,

00:25:10.260 --> 00:25:12.447
which are the little
strands at the end of,

00:25:12.447 --> 00:25:15.060
these little frills at the end of our

00:25:15.060 --> 00:25:17.530
DNA strands that deteriorate over time.

00:25:17.530 --> 00:25:20.070
So studies have shown that it preserves,

00:25:20.070 --> 00:25:24.690
it keeps those telomeres intact
for longer periods of time.

00:25:24.690 --> 00:25:28.730
And it also helps prevent
cardiovascular disease

00:25:28.730 --> 00:25:31.070
and inflammation in our body.

00:25:31.070 --> 00:25:33.430
So it has tremendous health benefits,

00:25:33.430 --> 00:25:36.383
not to mention sleep duration
and quality of sleep.

00:25:37.460 --> 00:25:38.690
And then for our students,

00:25:38.690 --> 00:25:41.000
it's giving them this tool to focus

00:25:41.000 --> 00:25:43.530
and to be able to
regulate their attention,

00:25:43.530 --> 00:25:46.260
so that when they feel their
attention drifting away,

00:25:46.260 --> 00:25:47.790
they have a strategy.

00:25:47.790 --> 00:25:49.880
I often ask children I work with,

00:25:49.880 --> 00:25:52.810
who's ever told you to pay
attention, raise your hand.

00:25:52.810 --> 00:25:54.240
And then my follow-up question is,

00:25:54.240 --> 00:25:56.437
who's ever taught you
how to pay attention.

00:25:56.437 --> 00:25:58.410
And there are no hands, right?

00:25:58.410 --> 00:25:59.910
Because it's something that we,

00:25:59.910 --> 00:26:02.600
if we're not taught we
don't really know how to do.

00:26:02.600 --> 00:26:03.620
Some of us are naturally better at it,

00:26:03.620 --> 00:26:07.490
and most of us I would
say are not great at it.

00:26:07.490 --> 00:26:10.180
And it's also a tool for
emotional regulation.

00:26:10.180 --> 00:26:12.820
So when we notice an
emotion that we're having,

00:26:12.820 --> 00:26:14.650
and we're able to discern it, right?

00:26:14.650 --> 00:26:18.470
We're able to finally discern
between frustration and anger,

00:26:18.470 --> 00:26:21.600
for example, or worry and regret.

00:26:21.600 --> 00:26:24.850
When we give kids this
vocabulary to explain,

00:26:24.850 --> 00:26:26.940
or name, or label how they're feeling,

00:26:26.940 --> 00:26:29.330
again, the intensity comes down,

00:26:29.330 --> 00:26:31.820
and they stay in that zone of resilience

00:26:31.820 --> 00:26:33.509
which allows them to bounce back

00:26:33.509 --> 00:26:35.770
and actually resume learning,

00:26:35.770 --> 00:26:38.220
because learning will temporarily pause

00:26:38.220 --> 00:26:40.423
or stop if the emotion is too intense.

00:26:46.970 --> 00:26:49.493
Thanks, we can go to the next slide.

00:26:50.700 --> 00:26:52.540
So here's another poll for us.

00:26:52.540 --> 00:26:53.670
In a few words,

00:26:53.670 --> 00:26:55.410
what is one of the biggest challenges

00:26:55.410 --> 00:26:57.203
you experienced as an educator?

00:26:59.440 --> 00:27:03.260
And I just think of so many,
so let's see what we have here.

00:27:03.260 --> 00:27:06.210
Burnt-out, students not showing up.

00:27:06.210 --> 00:27:07.560
That's a big one right now.

00:27:08.420 --> 00:27:11.650
Keeping students motivated,
grappling with technology,

00:27:11.650 --> 00:27:14.603
and students struggling
academically or emotionally.

00:27:16.630 --> 00:27:17.480
- [Jeremy] And this one,

00:27:17.480 --> 00:27:20.600
educators can actually
choose as many as apply.

00:27:20.600 --> 00:27:24.320
And we're seeing actually quite
a few choosing the burnout,

00:27:24.320 --> 00:27:27.420
which is certainly topical tonight,

00:27:27.420 --> 00:27:29.330
the motivation piece which also fits in

00:27:29.330 --> 00:27:30.780
with what we're talking about.

00:27:30.780 --> 00:27:33.190
And the struggle is probably
academically and emotionally.

00:27:33.190 --> 00:27:36.979
So definitely all things
that we can address

00:27:36.979 --> 00:27:39.430
with some of these mindfulness practices.

00:27:39.430 --> 00:27:40.680
- Yes, okay.

00:27:40.680 --> 00:27:44.100
So the biggest ones here are
the motivation component,

00:27:44.100 --> 00:27:47.800
and then the struggle, the
academic or emotional struggle.

00:27:47.800 --> 00:27:48.877
Absolutely.

00:27:48.877 --> 00:27:51.480
And a lot of students right now,

00:27:51.480 --> 00:27:53.810
I know a lot of high school
students are finding,

00:27:53.810 --> 00:27:56.380
because friendships are so important

00:27:56.380 --> 00:27:58.730
in their lives at that
developmental period,

00:27:58.730 --> 00:28:01.422
that having restricted
access to their friend groups

00:28:01.422 --> 00:28:04.950
is causing depression in a lot of them.

00:28:04.950 --> 00:28:06.860
And also just this, like what is,

00:28:06.860 --> 00:28:08.970
what is life even for anymore?

00:28:08.970 --> 00:28:09.803
What is, you know,

00:28:09.803 --> 00:28:12.870
like these existential
issues that are coming up.

00:28:12.870 --> 00:28:14.280
So, yeah.

00:28:14.280 --> 00:28:18.200
And I think when we're
thinking about how to address

00:28:18.200 --> 00:28:20.090
that from a mindfulness perspective,

00:28:20.090 --> 00:28:21.898
I think of the word compassion.

00:28:21.898 --> 00:28:24.760
You know, just witnessing when a student's

00:28:24.760 --> 00:28:27.833
sharing something like that with us,

00:28:27.833 --> 00:28:30.480
just being the source of witness

00:28:30.480 --> 00:28:32.680
and being the source of containment

00:28:32.680 --> 00:28:35.787
for their emotional experience.

00:28:35.787 --> 00:28:37.310
And relating to it!

00:28:37.310 --> 00:28:38.990
Letting them know that they're not alone,

00:28:38.990 --> 00:28:40.950
that this is part of the human experience,

00:28:40.950 --> 00:28:44.870
and that a lot of students
are feeling this way too.

00:28:44.870 --> 00:28:47.090
And then if we had more time,

00:28:47.090 --> 00:28:48.560
maybe we'll have this practice

00:28:48.560 --> 00:28:51.590
in our Headspace for
Educators group on Facebook,

00:28:51.590 --> 00:28:55.170
but there are practices that
help you build resiliency

00:28:55.170 --> 00:28:58.360
and help build a feeling of connection,

00:28:58.360 --> 00:29:03.253
and joy, and ease in the midst
of these difficult emotions.

00:29:05.370 --> 00:29:07.940
- [Jeremy] And Sam, I know
that some of the folks

00:29:07.940 --> 00:29:10.210
from the very first exercise we did

00:29:10.210 --> 00:29:11.960
said they had their dinner in the oven,

00:29:11.960 --> 00:29:14.395
the ratatouille was cooking in some cases.

00:29:14.395 --> 00:29:17.470
Do you want to finish up
with a final exercise,

00:29:17.470 --> 00:29:19.150
or should we go into some
Q and A at this point?

00:29:19.150 --> 00:29:19.983
What do you think is the best--

00:29:19.983 --> 00:29:21.957
- I think we should go into some Q and A.

00:29:21.957 --> 00:29:25.580
I want to give everyone a
chance to ask questions.

00:29:25.580 --> 00:29:29.000
I know we're at our end time, so yeah.

00:29:29.000 --> 00:29:31.160
Please feel free to ask any questions,

00:29:31.160 --> 00:29:34.115
and I'm happy to address them.

00:29:34.115 --> 00:29:36.640
And the stuff we didn't get to, again,

00:29:36.640 --> 00:29:39.030
we have this Headspace for
Educators group on Facebook,

00:29:39.030 --> 00:29:41.290
and we're going to be featuring

00:29:41.290 --> 00:29:43.300
these techniques on that page.

00:29:43.300 --> 00:29:46.003
So you can join and take part,

00:29:47.070 --> 00:29:49.650
so that you won't miss any of this last

00:29:49.650 --> 00:29:52.550
exercise that we didn't get
to on compassionate breathing.

00:29:53.440 --> 00:29:54.273
- [Jeremy] Very cool.

00:29:54.273 --> 00:29:55.890
And Alice, before we
dive into the Q and A,

00:29:55.890 --> 00:29:58.100
and of course people should
feel free to ask questions

00:29:58.100 --> 00:30:00.010
via the questions tab at any point,

00:30:00.010 --> 00:30:01.140
did you want to call out anything

00:30:01.140 --> 00:30:04.570
around Headspace for Educators
and how they access that?

00:30:04.570 --> 00:30:05.403
- Yeah, I mean,

00:30:05.403 --> 00:30:06.630
we've got the information here,

00:30:06.630 --> 00:30:08.013
and as Sam said,

00:30:08.013 --> 00:30:11.808
we'll be sharing exercises every
week in the Facebook group,

00:30:11.808 --> 00:30:14.341
which is called Headspace for Educators.

00:30:14.341 --> 00:30:18.190
Yeah, and I just encourage
if anyone wants to sign up,

00:30:18.190 --> 00:30:21.800
they can just go to our
headspace.com landing page,

00:30:21.800 --> 00:30:24.915
forward slash educators, and
all the information is there.

00:30:24.915 --> 00:30:26.140
So yeah.

00:30:26.140 --> 00:30:28.680
We're just excited to be able

00:30:28.680 --> 00:30:29.990
to share these practices today,

00:30:29.990 --> 00:30:32.250
but also welcome you to come back

00:30:32.250 --> 00:30:34.653
and check out more through
the Facebook group.

00:30:35.560 --> 00:30:36.393
- [Jeremy] That's awesome.

00:30:36.393 --> 00:30:37.880
And again, like super
generous in any year,

00:30:37.880 --> 00:30:39.480
but especially pertinent in this one.

00:30:39.480 --> 00:30:41.330
So thank you all for sharing that

00:30:41.330 --> 00:30:43.540
so broadly across the world.

00:30:43.540 --> 00:30:45.480
Lots of questions are coming in.

00:30:45.480 --> 00:30:47.880
And so I want to start with
one that Kelly had asked

00:30:47.880 --> 00:30:49.830
at the very beginning of the session, Sam,

00:30:49.830 --> 00:30:53.840
which is all of this is
awesome in a teacher led way,

00:30:53.840 --> 00:30:56.043
she can really imagine
using it with her students,

00:30:56.043 --> 00:30:58.210
but are there practices that you can help

00:30:58.210 --> 00:31:00.350
your students with that do on their own?

00:31:00.350 --> 00:31:02.470
So they sort of take that learning,

00:31:02.470 --> 00:31:04.100
and make it part of their own practice

00:31:04.100 --> 00:31:05.800
even when the teacher's not there.

00:31:07.760 --> 00:31:09.860
- Absolutely, that's such a good question.

00:31:09.860 --> 00:31:13.090
And I think I would say
to start with anchoring.

00:31:13.090 --> 00:31:15.650
So to encourage them to
set a timer for one minute

00:31:15.650 --> 00:31:19.410
after you teach them the
exercise we did in the beginning.

00:31:19.410 --> 00:31:21.530
Using an anchor word like where it's,

00:31:21.530 --> 00:31:23.050
like breathing in, breathing out.

00:31:23.050 --> 00:31:26.090
Noting what they're feeling,
coming back to their anchor.

00:31:26.090 --> 00:31:28.750
Just that simple practice is going

00:31:28.750 --> 00:31:31.700
to help them develop
mindfulness as a trait,

00:31:31.700 --> 00:31:34.410
as a kind of default way of relating

00:31:34.410 --> 00:31:36.390
to their internal experiences.

00:31:36.390 --> 00:31:38.540
So if there was one, I would point out,

00:31:38.540 --> 00:31:40.130
I would say that one.

00:31:40.130 --> 00:31:43.250
Another one that we'll
feature on the Facebook

00:31:43.250 --> 00:31:46.420
group is loving kindness practice.

00:31:46.420 --> 00:31:48.000
Or if your children are younger,

00:31:48.000 --> 00:31:49.810
you can call them friendly wishes.

00:31:49.810 --> 00:31:51.840
And that involves thinking about

00:31:51.840 --> 00:31:53.700
someone that you find easy to like,

00:31:53.700 --> 00:31:55.760
or love, a friend or loved one,

00:31:55.760 --> 00:31:57.090
and wishing them happiness,

00:31:57.090 --> 00:32:00.010
wishing them peace and
wishing them health.

00:32:00.010 --> 00:32:05.010
And there's a practice
for that and recordings

00:32:05.058 --> 00:32:07.840
so that they can practice it on their own.

00:32:07.840 --> 00:32:10.330
We also have a lot of
material like that on the app.

00:32:10.330 --> 00:32:14.960
So kids can access it
themselves and just press play,

00:32:14.960 --> 00:32:17.910
and be guided through those exercises.

00:32:17.910 --> 00:32:21.470
But I would say the anchoring
practice and friendly wishes

00:32:21.470 --> 00:32:24.030
are two really good practices that kids,

00:32:24.030 --> 00:32:25.020
once they learn them,

00:32:25.020 --> 00:32:27.470
they do say that they
practice them on their own.

00:32:28.800 --> 00:32:29.633
- [Jeremy] That's awesome, yeah.

00:32:29.633 --> 00:32:31.620
I'm so jealous in retrospect that I didn't

00:32:31.620 --> 00:32:32.900
learn this when I was at that age,

00:32:32.900 --> 00:32:33.870
'cause I feel like it's such

00:32:33.870 --> 00:32:35.373
a foundation for a great life.

00:32:37.180 --> 00:32:38.750
You know, sort of a companion question,

00:32:38.750 --> 00:32:41.320
very much speaking to the reality of 2020.

00:32:41.320 --> 00:32:44.582
Carol says, if a student
wants to practice at home,

00:32:44.582 --> 00:32:46.670
but right now home is so chaotic,

00:32:46.670 --> 00:32:49.150
so noisy with all of the distractions

00:32:49.150 --> 00:32:50.900
that are facing us digitally,

00:32:50.900 --> 00:32:52.540
do you have any practical recommendations

00:32:52.540 --> 00:32:55.242
for how students can find
that space in their home lives

00:32:55.242 --> 00:32:57.880
to really invest in this practice?

00:32:57.880 --> 00:32:59.040
- Absolutely, yeah.

00:32:59.040 --> 00:33:01.500
So I mean, one way,

00:33:01.500 --> 00:33:04.460
it might be really cold wherever you are,

00:33:04.460 --> 00:33:06.870
so outside might not be accessible,

00:33:06.870 --> 00:33:07.960
but if it is, you know,

00:33:07.960 --> 00:33:11.713
going outside and just starting
the day with five senses.

00:33:12.590 --> 00:33:13.760
I do this myself,

00:33:13.760 --> 00:33:16.870
like I'll sit on my stairs
outside and I close my eyes.

00:33:16.870 --> 00:33:18.660
I feel the sun on my face.

00:33:18.660 --> 00:33:20.140
I take in a deep breath,

00:33:20.140 --> 00:33:22.780
and I just tap into each
one of my five senses

00:33:22.780 --> 00:33:24.240
and end with gratitude.

00:33:24.240 --> 00:33:25.500
I just say, I ask myself,

00:33:25.500 --> 00:33:27.377
what's one thing I'm grateful for?

00:33:27.377 --> 00:33:31.410
So that's a very easy accessible
practice for them to do.

00:33:31.410 --> 00:33:33.350
And I think what I'm speaking to

00:33:33.350 --> 00:33:37.230
is the fact that it's
important to emphasize

00:33:37.230 --> 00:33:40.200
to students that one minute is enough.

00:33:40.200 --> 00:33:41.300
You know, even if they're,

00:33:41.300 --> 00:33:43.190
it's a reset button,

00:33:43.190 --> 00:33:46.090
and it's a way of setting
the tone for your day.

00:33:46.090 --> 00:33:48.090
So they don't need to carve out

00:33:48.090 --> 00:33:49.810
large periods of time or find,

00:33:49.810 --> 00:33:52.170
you know, an hour of quiet
somewhere in their house.

00:33:52.170 --> 00:33:55.140
They can just find a
little spot, you know,

00:33:55.140 --> 00:33:56.530
maybe even in their bed.

00:33:56.530 --> 00:33:58.530
Just sitting upright in their bed

00:33:58.530 --> 00:34:01.300
before they get up and
start the rest of their day,

00:34:01.300 --> 00:34:04.805
to do one minute of breathing
with a timer on their phone.

00:34:04.805 --> 00:34:08.580
Or even lying down
before they fall asleep.

00:34:08.580 --> 00:34:12.620
A lot of kids use the app and guided

00:34:12.620 --> 00:34:14.380
meditation just to fall asleep,

00:34:14.380 --> 00:34:17.090
because their minds are so
busy at the end of the day

00:34:17.090 --> 00:34:18.980
that it's incredibly difficult.

00:34:18.980 --> 00:34:20.640
So those are some recommendations.

00:34:20.640 --> 00:34:23.830
I think most kids have a bed of their own,

00:34:23.830 --> 00:34:27.330
and that's like a sacred space for them.

00:34:27.330 --> 00:34:29.810
So encouraging them to do
practices in the morning

00:34:29.810 --> 00:34:33.193
or before they fall asleep can
be really helpful for them.

00:34:34.150 --> 00:34:34.983
- [Jeremy] I love that.

00:34:34.983 --> 00:34:35.920
And I think that'll resonate.

00:34:35.920 --> 00:34:36.753
Oh, go ahead.

00:34:36.753 --> 00:34:37.586
Go ahead, Alice.

00:34:37.586 --> 00:34:38.419
My apologies.

00:34:38.419 --> 00:34:39.550
- I was just going to add,
it's a such great suggestion.

00:34:39.550 --> 00:34:42.910
We see the sleep cast being
used a lot by young people.

00:34:42.910 --> 00:34:44.450
And I think if,

00:34:44.450 --> 00:34:46.600
obviously the app is free for teachers.

00:34:46.600 --> 00:34:49.290
If any of your students
want to access the content,

00:34:49.290 --> 00:34:51.120
there's a lot of free content on YouTube,

00:34:51.120 --> 00:34:52.490
as well as on the website which we've

00:34:52.490 --> 00:34:54.930
made available to everyone this year,

00:34:54.930 --> 00:34:56.410
especially since COVID hit.

00:34:56.410 --> 00:34:59.732
So there's plenty of free
resources there as well

00:34:59.732 --> 00:35:01.980
even if they don't have
access to the full app.

00:35:01.980 --> 00:35:03.000
So I would encouraged them to go

00:35:03.000 --> 00:35:05.233
to those other channels too.

00:35:06.070 --> 00:35:06.903
- [Jeremy] That's awesome.

00:35:06.903 --> 00:35:09.030
So the next couple of questions are about

00:35:09.030 --> 00:35:10.946
some of the resistance
that educators have gotten

00:35:10.946 --> 00:35:14.290
trying to bring mindfulness
into the classroom in the past.

00:35:14.290 --> 00:35:17.400
Mary and others have referred
to the parental resistance,

00:35:17.400 --> 00:35:18.590
which sometimes is based in a

00:35:18.590 --> 00:35:20.050
religious sort of objection of,

00:35:20.050 --> 00:35:22.140
hey, doesn't this sort of go against

00:35:22.140 --> 00:35:23.500
my own spiritual beliefs?

00:35:23.500 --> 00:35:25.120
Is there a conflict there.

00:35:25.120 --> 00:35:27.420
Have you heard any kind
of complaints about that

00:35:27.420 --> 00:35:29.060
from parents that you've worked with,

00:35:29.060 --> 00:35:32.200
and how can an educator
do that delicate dance?

00:35:32.200 --> 00:35:33.450
- Such a great question.

00:35:33.450 --> 00:35:37.620
Yes actually, when I
first started teaching it,

00:35:37.620 --> 00:35:39.040
I was just in schools.

00:35:39.040 --> 00:35:41.100
I was working for nonprofits
and I was in schools,

00:35:41.100 --> 00:35:42.847
and I would just do it on the fly.

00:35:42.847 --> 00:35:43.840
I would say, okay,

00:35:43.840 --> 00:35:46.380
I see that these kids need
emotional regulation skills,

00:35:46.380 --> 00:35:48.190
so I'm just going to do it.

00:35:48.190 --> 00:35:50.730
And one time I had a
parent withdraw her child

00:35:50.730 --> 00:35:53.700
from my group because
of what you just said,

00:35:53.700 --> 00:35:55.200
these religious reasons.

00:35:55.200 --> 00:35:59.060
She was worried that it was
conflicting with her religion,

00:35:59.060 --> 00:36:01.820
and it brought up a lot of fear for her.

00:36:01.820 --> 00:36:03.490
At the time I didn't
really know what to do.

00:36:03.490 --> 00:36:06.472
I was in my early twenties
and I was very surprised

00:36:06.472 --> 00:36:09.218
that it was being viewed that way.

00:36:09.218 --> 00:36:10.402
But over time,

00:36:10.402 --> 00:36:12.780
I started to realize how it can

00:36:12.780 --> 00:36:15.510
be viewed in a threatening way.

00:36:15.510 --> 00:36:18.300
Like, this is conflicting
with my religious practice.

00:36:18.300 --> 00:36:19.570
And a lot of religious practices

00:36:19.570 --> 00:36:23.440
have their own contemplative format,

00:36:23.440 --> 00:36:26.820
right, through prayer or in other ways.

00:36:26.820 --> 00:36:29.367
So what I would do now, I mean,

00:36:29.367 --> 00:36:31.550
if you can talk to parents,

00:36:31.550 --> 00:36:35.690
invite them to participate
in in the practice,

00:36:35.690 --> 00:36:39.780
and kind of see it as a new
experience with curiosity.

00:36:39.780 --> 00:36:41.630
Let them know that it's not a religion,

00:36:41.630 --> 00:36:43.027
that there's a lot of,

00:36:43.027 --> 00:36:45.085
and you might even provide
them with the scientific

00:36:45.085 --> 00:36:47.780
research that you can find really easily.

00:36:47.780 --> 00:36:49.721
I mean, it's all over the internet.

00:36:49.721 --> 00:36:52.330
But bringing it back
to the brain, you know,

00:36:52.330 --> 00:36:53.910
bringing it back to the neuroscience,

00:36:53.910 --> 00:36:56.730
and how this is helping
their child with attention,

00:36:56.730 --> 00:36:59.063
and focus, and how secular it is.

00:37:00.350 --> 00:37:02.490
And that it, actually,

00:37:02.490 --> 00:37:04.350
I've told some people
I've worked with who are,

00:37:04.350 --> 00:37:07.170
you know, devoutly Christian
or devoutly Jewish,

00:37:07.170 --> 00:37:09.730
that these practices can actually enhance

00:37:09.730 --> 00:37:11.440
your connection to your religion.

00:37:11.440 --> 00:37:14.440
They can actually help
you go deeper into prayer,

00:37:14.440 --> 00:37:17.544
or connect with readings or teachings

00:37:17.544 --> 00:37:21.624
that you find so deeply
meaningful in your life.

00:37:21.624 --> 00:37:25.540
So those are just some
suggestions of bridging that gap.

00:37:25.540 --> 00:37:27.790
You know, bringing in the science,

00:37:27.790 --> 00:37:32.560
inviting them to practice
with you and with their child,

00:37:32.560 --> 00:37:35.875
and encouraging them to use it as a tool.

00:37:35.875 --> 00:37:39.078
And also reminding them
that it's part of our,

00:37:39.078 --> 00:37:41.190
it's a natural capacity we all have.

00:37:41.190 --> 00:37:43.840
We're just strengthening
that capacity with practice.

00:37:45.280 --> 00:37:46.410
- [Jeremy] I love that, well said.

00:37:46.410 --> 00:37:48.154
And I think the sort of flip side

00:37:48.154 --> 00:37:50.920
to that question is from
the student perspective.

00:37:50.920 --> 00:37:52.550
I remember when I was a teacher,

00:37:52.550 --> 00:37:54.380
I would get lots of questions like, Mr. S,

00:37:54.380 --> 00:37:55.390
why do we have to learn this?

00:37:55.390 --> 00:37:56.850
Why does this matter?

00:37:56.850 --> 00:37:58.350
I can certainly imagine students asking

00:37:58.350 --> 00:38:00.490
those questions about mindfulness.

00:38:00.490 --> 00:38:01.860
Maybe if they're younger
and they don't quite

00:38:01.860 --> 00:38:04.180
understand the neuroscience implications,

00:38:04.180 --> 00:38:05.580
what could you tell a student to get them

00:38:05.580 --> 00:38:07.950
really excited about this practice?

00:38:07.950 --> 00:38:10.015
- Yeah, so it depends on their age.

00:38:10.015 --> 00:38:12.970
With kids who are younger,
they just want to play.

00:38:12.970 --> 00:38:15.460
So you can do more movement.

00:38:15.460 --> 00:38:17.470
There's a lot of like, you know,

00:38:17.470 --> 00:38:19.240
drumming or playing a song,

00:38:19.240 --> 00:38:20.290
like freeze dance.

00:38:20.290 --> 00:38:22.850
A lot of classic games
that we were taught as kids

00:38:22.850 --> 00:38:26.320
work really well as a
mindfulness teaching tool,

00:38:26.320 --> 00:38:28.010
like red light green light.

00:38:28.010 --> 00:38:32.730
Or what's the other one, I
have Simon says I use a lot.

00:38:32.730 --> 00:38:34.310
And then we play Simon says,

00:38:34.310 --> 00:38:35.770
and then we talk about attention.

00:38:35.770 --> 00:38:37.317
And then I usually use the bell.

00:38:37.317 --> 00:38:38.920
So I'm not even really talking

00:38:38.920 --> 00:38:40.210
about the benefits with the kids,

00:38:40.210 --> 00:38:41.330
with little, little ones.

00:38:41.330 --> 00:38:44.110
I'm just kind of inviting them to play.

00:38:44.110 --> 00:38:45.720
And while we're playing,

00:38:45.720 --> 00:38:47.710
I'm talking a little bit about attention,

00:38:47.710 --> 00:38:51.020
and about dealing with hard feelings.

00:38:51.020 --> 00:38:51.923
With older kids,

00:38:51.923 --> 00:38:54.820
sometimes I'll read a list
with their eyes closed.

00:38:54.820 --> 00:38:57.320
I'll have, I'll read a list of emotions,

00:38:57.320 --> 00:38:59.100
like anger, fear,

00:38:59.100 --> 00:39:01.570
embarrassment, judgment,

00:39:01.570 --> 00:39:03.880
and I'll ask them to just notice

00:39:03.880 --> 00:39:06.010
what happens as they hear those feelings.

00:39:06.010 --> 00:39:08.510
And some are positive, some
are difficult feelings.

00:39:08.510 --> 00:39:10.190
And then when they open their eyes,

00:39:10.190 --> 00:39:12.040
I'll ask them what they noticed.

00:39:12.040 --> 00:39:13.750
How many of you had all those feelings

00:39:13.750 --> 00:39:15.490
at some point in your life?

00:39:15.490 --> 00:39:17.410
Or how many of you, like,

00:39:17.410 --> 00:39:19.647
what feeling really stuck out to you

00:39:19.647 --> 00:39:21.610
when I was reading that list?

00:39:21.610 --> 00:39:25.210
And this is a jumping off
point to have a conversation

00:39:25.210 --> 00:39:27.913
about how mindfulness
helps us deal with these

00:39:27.913 --> 00:39:32.913
incredibly big emotions that
are arising in adolescents.

00:39:33.042 --> 00:39:35.800
I sometimes even tell teens that, like,

00:39:35.800 --> 00:39:36.900
a little bit about what's going on

00:39:36.900 --> 00:39:38.610
in their brain at that age,

00:39:38.610 --> 00:39:40.570
where their dopamine,

00:39:40.570 --> 00:39:42.440
their brain is is a lot more susceptible

00:39:42.440 --> 00:39:43.660
to the effects of dopamine.

00:39:43.660 --> 00:39:44.890
So their highs are higher,

00:39:44.890 --> 00:39:48.960
their lows are lower than adults over 26.

00:39:48.960 --> 00:39:50.220
And just knowing,

00:39:50.220 --> 00:39:52.930
empowering them with that
knowledge I find so important.

00:39:52.930 --> 00:39:53.930
You know, as teens,

00:39:53.930 --> 00:39:55.060
we had health class.

00:39:55.060 --> 00:39:56.930
Mine was not great. (laughs quickly)

00:39:56.930 --> 00:39:59.880
I don't think I remember or
really retained anything,

00:39:59.880 --> 00:40:03.290
but we feel this responsibility
as teachers and adults

00:40:03.290 --> 00:40:05.560
to educate students about their brain,

00:40:05.560 --> 00:40:06.780
about their body.

00:40:06.780 --> 00:40:08.120
But I think the brain,

00:40:08.120 --> 00:40:11.780
regarding when it pertains
to emotional regulation,

00:40:11.780 --> 00:40:13.717
largely gets neglected.

00:40:13.717 --> 00:40:17.140
So I would say empower
them with that knowledge

00:40:18.340 --> 00:40:20.870
and also come back to the emotion,

00:40:20.870 --> 00:40:23.080
and come back to the, um,

00:40:23.080 --> 00:40:26.490
a lot of students can
relate to the difficulty

00:40:26.490 --> 00:40:28.060
in handling difficult emotions.

00:40:28.060 --> 00:40:32.254
And they'll find a purpose and
a connection to the practice

00:40:32.254 --> 00:40:34.053
as it helps them in that regard.

00:40:35.810 --> 00:40:36.850
- [Jeremy] Awesome.

00:40:36.850 --> 00:40:39.520
I know that ratatouille is
getting very crisp in the oven,

00:40:39.520 --> 00:40:42.662
so let me finish up with one
final, very 2020 question.

00:40:42.662 --> 00:40:45.059
Which of course is Kimberly asking,

00:40:45.059 --> 00:40:48.630
any tips for implementing
all of this effectively,

00:40:48.630 --> 00:40:51.400
especially in a remote or
online learning environment.

00:40:51.400 --> 00:40:52.597
I can imagine how challenging

00:40:52.597 --> 00:40:54.818
this might feel even in person,

00:40:54.818 --> 00:40:58.320
but with this extra barrier
between myself and my students,

00:40:58.320 --> 00:41:01.670
how do I cross that divide
and really make this land?

00:41:01.670 --> 00:41:03.070
- That's a great question.

00:41:03.070 --> 00:41:04.290
So actually, that was on one of our

00:41:04.290 --> 00:41:05.270
slides that we didn't get to,

00:41:05.270 --> 00:41:09.100
but it's important to have a
ritual so that kids expect,

00:41:09.100 --> 00:41:10.030
okay, Fridays,

00:41:10.030 --> 00:41:12.040
we're going to do a minute of mindfulness,

00:41:12.040 --> 00:41:13.710
or mindful Mondays,

00:41:13.710 --> 00:41:16.500
so that you have something realistic.

00:41:16.500 --> 00:41:18.850
And you don't want to kind
of overwhelm yourself with

00:41:18.850 --> 00:41:20.540
every day we're going to do a practice,

00:41:20.540 --> 00:41:22.510
and then you're stressing out to find

00:41:22.510 --> 00:41:25.290
new and interesting material every day.

00:41:25.290 --> 00:41:26.950
So I would say start out small,

00:41:26.950 --> 00:41:29.290
so that it's realistic for you.

00:41:29.290 --> 00:41:30.645
Have a little plan in place,

00:41:30.645 --> 00:41:31.997
so that you know what you're doing

00:41:31.997 --> 00:41:33.995
and what your plan is for the week.

00:41:33.995 --> 00:41:36.200
And then you can use resources.

00:41:36.200 --> 00:41:37.650
Again, on the app we have,

00:41:37.650 --> 00:41:40.150
or even on YouTube, you
can just type in Headspace,

00:41:40.150 --> 00:41:42.370
and then you'll get these great videos.

00:41:42.370 --> 00:41:46.210
You can go through the videos
and choose ones that you like,

00:41:46.210 --> 00:41:47.680
that resonate with you.

00:41:47.680 --> 00:41:49.340
And then use it as, like,

00:41:49.340 --> 00:41:52.770
maybe carve out 10 minutes
in your class time online,

00:41:52.770 --> 00:41:54.160
watch the video together,

00:41:54.160 --> 00:41:57.350
and then have your
students be able to share

00:41:57.350 --> 00:41:59.520
what came up for them while
they watched the video.

00:41:59.520 --> 00:42:00.710
What resonated with them.

00:42:00.710 --> 00:42:03.813
So then it's already pre-prepared for you,

00:42:04.714 --> 00:42:06.210
that lesson and that theme,

00:42:06.210 --> 00:42:07.550
and you don't feel like you have to create

00:42:07.550 --> 00:42:10.440
more material and more
stress on you for that,

00:42:10.440 --> 00:42:13.080
because that's, I think all of us,

00:42:13.080 --> 00:42:15.010
just none of us need that right now.

00:42:15.010 --> 00:42:16.284
We want it to be fun.

00:42:16.284 --> 00:42:19.090
We want it to be a relief for us too.

00:42:19.090 --> 00:42:22.370
That when we show that video
or when we offer a practice,

00:42:22.370 --> 00:42:24.120
that it's something we need as well.

00:42:24.120 --> 00:42:28.030
It bridges this gap between
adults and children,

00:42:28.030 --> 00:42:30.030
adults, or teacher and student.

00:42:30.030 --> 00:42:31.630
And it helps bring us together

00:42:31.630 --> 00:42:33.830
as we realize we all need this pause.

00:42:33.830 --> 00:42:38.830
We all need this ritual in our week.

00:42:40.470 --> 00:42:41.736
- [Jeremy] Wow, I love that.

00:42:41.736 --> 00:42:44.690
I think I'll actually give
Danielle the last word here.

00:42:44.690 --> 00:42:46.950
She says, thank you so much for your time,

00:42:46.950 --> 00:42:48.610
and creating this lovely space.

00:42:48.610 --> 00:42:50.640
I can't wait to use
'stop' with my students.

00:42:50.640 --> 00:42:52.070
And I saw so many other comments

00:42:52.070 --> 00:42:53.760
like that throughout the session.

00:42:53.760 --> 00:42:55.440
So I know there's going to be a lot

00:42:55.440 --> 00:42:57.580
of more mindful classrooms and students,

00:42:57.580 --> 00:42:59.840
and educators, starting tomorrow morning.

00:42:59.840 --> 00:43:02.870
So on behalf of the entire Khan community,

00:43:02.870 --> 00:43:04.520
I want to thank the full Headspace team.

00:43:04.520 --> 00:43:05.353
Sam, Alice,

00:43:05.353 --> 00:43:07.280
Leno has been running the
slides behind the scenes,

00:43:07.280 --> 00:43:09.150
for making this possible.

00:43:09.150 --> 00:43:11.910
Thank you for the swag bags
which we'll announce after this.

00:43:11.910 --> 00:43:13.730
And thank you for Headspace for Educators,

00:43:13.730 --> 00:43:17.108
which as you mentioned is free
at headspace.com/educators.

00:43:17.108 --> 00:43:20.130
One last little request of
all the audience members

00:43:20.130 --> 00:43:21.990
before we go back to our ratatouille,

00:43:21.990 --> 00:43:23.860
is you will get a three question survey

00:43:23.860 --> 00:43:25.730
that pops up right after the session.

00:43:25.730 --> 00:43:27.919
Please let us know what you
thought, what was useful.

00:43:27.919 --> 00:43:29.470
And if you'd like to have Headspace

00:43:29.470 --> 00:43:30.800
come back and do other sessions,

00:43:30.800 --> 00:43:32.060
let us know as well,

00:43:32.060 --> 00:43:34.610
because we can always use
that for future programming.

00:43:34.610 --> 00:43:35.740
That being said,

00:43:35.740 --> 00:43:37.870
a huge thank you to everyone for investing

00:43:37.870 --> 00:43:39.610
your scarce time with us tonight.

00:43:39.610 --> 00:43:41.057
Hope it was well worth your while.

00:43:41.057 --> 00:43:42.130
And thank you, Sam,

00:43:42.130 --> 00:43:43.150
Alice, and Leno,

00:43:43.150 --> 00:43:45.390
for sharing your expertise and your wisdom

00:43:45.390 --> 00:43:46.540
across the country.

00:43:46.540 --> 00:43:48.210
Thank you all so much.

00:43:48.210 --> 00:43:49.870
- Thank you, Jeremy.

00:43:49.870 --> 00:43:51.033
- Thank you, Jeremy.

00:43:52.000 --> 00:43:53.050
- [Jeremy] Night all.


Worked example: Balancing a simple redox equation

WEBVTT
Kind: captions
Language: en

00:00:01.440 --> 00:00:04.710
- [Instructor] So what we
have here is a redox reaction.

00:00:04.710 --> 00:00:07.350
Things are getting oxidized and reduced,

00:00:07.350 --> 00:00:08.710
thus the name redox,

00:00:08.710 --> 00:00:11.630
but we wanna balance this redox reaction.

00:00:11.630 --> 00:00:14.820
And when we talk about
balancing a redox reaction,

00:00:14.820 --> 00:00:17.930
we want to make sure we conserve mass

00:00:17.930 --> 00:00:20.810
and charge on both sides of this reaction.

00:00:20.810 --> 00:00:22.320
So how do we do that?

00:00:22.320 --> 00:00:25.890
Well, the first step is to
assign oxidation numbers

00:00:25.890 --> 00:00:29.580
or oxidation states to each
of the constituent elements

00:00:29.580 --> 00:00:31.800
on either side of the reaction.

00:00:31.800 --> 00:00:33.380
Then we'll know who's getting oxidized

00:00:33.380 --> 00:00:34.450
and who's getting reduced.

00:00:34.450 --> 00:00:36.420
And then we can set up the half reactions

00:00:36.420 --> 00:00:38.380
which we can then balance.

00:00:38.380 --> 00:00:41.620
All right, so let's first
look at this aluminum

00:00:41.620 --> 00:00:42.710
right over here.

00:00:42.710 --> 00:00:47.430
It has an oxidation state or
an oxidation number of zero.

00:00:47.430 --> 00:00:49.970
It's just aluminum by itself.

00:00:49.970 --> 00:00:52.140
And then we can go to this hydrogen.

00:00:52.140 --> 00:00:54.500
This is really just a
proton right over here.

00:00:54.500 --> 00:00:56.680
It has a plus one charge.

00:00:56.680 --> 00:00:59.510
And so it's hypothetical
charge, you could say.

00:00:59.510 --> 00:01:01.130
Well, that would be plus one as well,

00:01:01.130 --> 00:01:04.440
which would be its oxidation
number or its oxidation state.

00:01:04.440 --> 00:01:08.070
And then when we get onto the
right side of this reaction,

00:01:08.070 --> 00:01:13.070
we see that the aluminum now
has a positive three charge.

00:01:13.280 --> 00:01:17.070
So its oxidation number
would also be positive three.

00:01:17.070 --> 00:01:19.520
And we can see here that the hydrogen,

00:01:19.520 --> 00:01:20.920
and actually now we have two,

00:01:20.920 --> 00:01:22.660
so we're gonna have to
deal with that later on,

00:01:22.660 --> 00:01:23.840
we only have one here.

00:01:23.840 --> 00:01:26.090
But now each of these hydrogens

00:01:26.090 --> 00:01:28.110
have an oxidation number of zero.

00:01:28.110 --> 00:01:31.560
They're not taking up electrons
or giving away electrons.

00:01:31.560 --> 00:01:35.430
You just have two hydrogens
bonded to each other.

00:01:35.430 --> 00:01:37.860
All right, so now that we've
assigned oxidation numbers,

00:01:37.860 --> 00:01:39.660
we can figure out who's getting oxidized

00:01:39.660 --> 00:01:41.700
and who is getting reduced.

00:01:41.700 --> 00:01:43.540
So if you look at the aluminum,

00:01:43.540 --> 00:01:46.310
aluminum goes from an
oxidation number of zero

00:01:46.310 --> 00:01:48.510
to plus three.

00:01:48.510 --> 00:01:51.810
So if your oxidation number is increasing,

00:01:51.810 --> 00:01:54.610
that means you're getting oxidized.

00:01:54.610 --> 00:01:55.760
Oxidized.

00:01:55.760 --> 00:01:57.630
You might also remember OILRIG,

00:01:57.630 --> 00:02:00.400
oxidation is losing electrons.

00:02:00.400 --> 00:02:01.420
Because you're losing electrons,

00:02:01.420 --> 00:02:03.040
you're having a more positive charge.

00:02:03.040 --> 00:02:04.500
But your oxidation number is going up,

00:02:04.500 --> 00:02:06.060
so you're getting oxidized.

00:02:06.060 --> 00:02:08.890
And if you look at the hydrogen,

00:02:08.890 --> 00:02:12.590
we're going from a plus one to a zero.

00:02:12.590 --> 00:02:15.080
If your oxidation number is reducing,

00:02:15.080 --> 00:02:17.160
you are being reduced.

00:02:17.160 --> 00:02:19.610
So reduced.

00:02:19.610 --> 00:02:22.700
So now let's set up both
of the half reactions,

00:02:22.700 --> 00:02:25.260
the oxidized half reaction for aluminum

00:02:25.260 --> 00:02:27.623
and then the reduction for hydrogen.

00:02:28.600 --> 00:02:30.650
So first, for the aluminum,

00:02:30.650 --> 00:02:33.930
we have an aluminum solid
and its half reaction.

00:02:33.930 --> 00:02:38.930
It is going to now a form of aluminum

00:02:40.290 --> 00:02:45.253
with a plus three charge
in an aqueous state.

00:02:46.190 --> 00:02:48.170
So let's first balance this

00:02:48.170 --> 00:02:50.320
for just the number of aluminums we have.

00:02:50.320 --> 00:02:53.770
We have one aluminum on the
left, one aluminum on the right.

00:02:53.770 --> 00:02:55.470
So that seems balanced.

00:02:55.470 --> 00:02:58.110
Now let's try to balance it for charge.

00:02:58.110 --> 00:03:00.100
So we have no charge here.

00:03:00.100 --> 00:03:02.510
So we should have a total
of no charge on the right

00:03:02.510 --> 00:03:04.280
but we have plus three here.

00:03:04.280 --> 00:03:07.560
And so what we need to
do is add some electrons.

00:03:07.560 --> 00:03:12.330
So let me add three
electrons right over here

00:03:12.330 --> 00:03:13.520
and there we have it.

00:03:13.520 --> 00:03:15.940
We have balanced it for charge.

00:03:15.940 --> 00:03:19.920
And now let's think about the hydrogen.

00:03:19.920 --> 00:03:22.113
So if we take,

00:03:23.430 --> 00:03:25.650
we have a proton on the left.

00:03:25.650 --> 00:03:27.050
Let me just do it like this.

00:03:28.370 --> 00:03:30.900
And it's an aqueous solution.

00:03:30.900 --> 00:03:32.590
And then on the right,

00:03:32.590 --> 00:03:36.170
we just have hydrogen molecules,
neutral hydrogen molecules.

00:03:36.170 --> 00:03:39.720
And so first, let us balance
it for the number of hydrogens.

00:03:39.720 --> 00:03:41.960
We have two on the right, one on the left.

00:03:41.960 --> 00:03:44.490
So we're gonna have to
put a two right over here.

00:03:44.490 --> 00:03:47.040
So we've balanced for
the number of hydrogens

00:03:47.040 --> 00:03:50.520
and now let's balance for charge.

00:03:50.520 --> 00:03:51.610
So let's see.

00:03:51.610 --> 00:03:54.780
On the right-hand side,
we have no net charge

00:03:54.780 --> 00:03:56.340
while on the left-hand
side, right over here,

00:03:56.340 --> 00:03:58.870
we have a positive two net charge.

00:03:58.870 --> 00:04:00.390
So in order to balance this,

00:04:00.390 --> 00:04:04.770
I have to put two electrons
on the left-hand side.

00:04:04.770 --> 00:04:06.420
So let me do that here.

00:04:06.420 --> 00:04:09.390
So two electrons, I'm gonna add over here.

00:04:09.390 --> 00:04:12.510
And now it looks like it
is balanced for charge.

00:04:12.510 --> 00:04:14.830
Now, the next thing we wanna do

00:04:14.830 --> 00:04:19.280
is we want to balance
the number of electrons

00:04:19.280 --> 00:04:21.370
that we have on the right-hand side

00:04:21.370 --> 00:04:24.290
and on the left-hand side
in these half reactions.

00:04:24.290 --> 00:04:26.370
And so how can you do that?

00:04:26.370 --> 00:04:29.330
Let's see, you have three
here and you have two here.

00:04:29.330 --> 00:04:31.760
The least common multiple,
involving a little bit

00:04:31.760 --> 00:04:34.220
of your elementary school mathematics here

00:04:34.220 --> 00:04:36.310
of three and two is six.

00:04:36.310 --> 00:04:38.210
So we can get these both to six.

00:04:38.210 --> 00:04:39.483
And how could we do that?

00:04:40.420 --> 00:04:45.070
Well, we could multiply this
top half reaction by two.

00:04:45.070 --> 00:04:46.560
So let me do that.

00:04:46.560 --> 00:04:49.580
So if I multiply this
top half reaction by two,

00:04:49.580 --> 00:04:52.883
and if I multiply this bottom
half reaction by three.

00:04:53.900 --> 00:04:54.830
Why does that work?

00:04:54.830 --> 00:04:56.780
Well, two times three electrons

00:04:56.780 --> 00:04:58.090
is gonna give us six electrons.

00:04:58.090 --> 00:05:01.290
Three times two electrons is
going to get us six electrons.

00:05:01.290 --> 00:05:03.460
And so let me now rewrite this.

00:05:03.460 --> 00:05:07.070
So if I multiply by two, we're
gonna have two aluminums.

00:05:07.070 --> 00:05:11.780
So we're gonna have two
aluminums, the solid state.

00:05:11.780 --> 00:05:15.020
And then on the right hand
side of this half reaction,

00:05:15.020 --> 00:05:16.750
I'm multiplying everything by two.

00:05:16.750 --> 00:05:21.750
So now I have two aluminums
plus three in aqueous solution.

00:05:23.060 --> 00:05:26.010
And then I'm multiplying these
electrons by two as well.

00:05:26.010 --> 00:05:28.920
So plus six electrons.

00:05:28.920 --> 00:05:30.270
And now let me do this down here.

00:05:30.270 --> 00:05:31.900
Three times two electrons,

00:05:31.900 --> 00:05:35.990
that is going to give us six electrons.

00:05:35.990 --> 00:05:39.060
And then I'm going to multiply
this three times this two.

00:05:39.060 --> 00:05:41.640
So that's gonna give us
six hydrogen protons,

00:05:41.640 --> 00:05:42.960
I guess I could say.

00:05:42.960 --> 00:05:46.910
So plus six hydrogen protons

00:05:46.910 --> 00:05:49.540
that are in an aqueous solution.

00:05:49.540 --> 00:05:52.920
And then on the right hand
side, if I multiplied by three,

00:05:52.920 --> 00:05:56.120
I have three hydrogen molecules,

00:05:56.120 --> 00:05:58.380
each of them with two hydrogen atoms.

00:05:58.380 --> 00:06:00.750
And so now I have balanced

00:06:00.750 --> 00:06:03.340
the number of electrons on both sides.

00:06:03.340 --> 00:06:06.070
And now I'm gonna add
these two half reactions.

00:06:06.070 --> 00:06:08.870
And if I add the two half
reactions, what do I get?

00:06:08.870 --> 00:06:10.820
And let me do it down here.

00:06:10.820 --> 00:06:13.630
So on the left-hand side,
I'm just going to add up

00:06:13.630 --> 00:06:15.790
all of this stuff right over here.

00:06:15.790 --> 00:06:20.790
So I'm gonna get six
electrons plus two aluminums,

00:06:23.350 --> 00:06:28.350
plus six hydrogen protons,
plus six hydrogen protons.

00:06:30.070 --> 00:06:32.330
And then on the right-hand side,

00:06:32.330 --> 00:06:36.560
I am going to add up all of this stuff.

00:06:36.560 --> 00:06:39.250
So I have those two aluminums,

00:06:39.250 --> 00:06:43.870
now with a plus three charge
in an aqueous solution.

00:06:43.870 --> 00:06:47.100
I'm going to have the three hydrogens,

00:06:47.100 --> 00:06:48.960
three hydrogen molecules I should say.

00:06:48.960 --> 00:06:50.630
There's actually six hydrogens here.

00:06:50.630 --> 00:06:52.760
And then I have the six electrons,

00:06:52.760 --> 00:06:54.510
plus six electrons.

00:06:54.510 --> 00:06:56.180
And I have six electrons on the left,

00:06:56.180 --> 00:06:57.300
six electrons on the right.

00:06:57.300 --> 00:06:59.570
I could cancel those out.

00:06:59.570 --> 00:07:04.570
And then what I have here is
our balanced redox reaction.

00:07:04.830 --> 00:07:08.680
Balanced for both mass and charge.

00:07:08.680 --> 00:07:10.173
And we are done.


Worked example: Using oxidation numbers to identify oxidation and reduction

WEBVTT
Kind: captions
Language: en

00:00:00.230 --> 00:00:02.370
- [Instructor] What we
have here is a reaction

00:00:02.370 --> 00:00:06.500
that involves iodine,
manganese, oxygen, and hydrogen.

00:00:06.500 --> 00:00:08.460
And what we wanna do in this video

00:00:08.460 --> 00:00:11.410
is think about which of the
elements are being oxidized

00:00:11.410 --> 00:00:13.750
in this reaction and which of the elements

00:00:13.750 --> 00:00:16.630
are being reduced in this reaction.

00:00:16.630 --> 00:00:19.000
And pause this video and see
if you can figure that out

00:00:19.000 --> 00:00:21.023
before we work through it together.

00:00:22.090 --> 00:00:24.140
All right, now let's
work through it together.

00:00:24.140 --> 00:00:26.470
And the way that I will tackle it,

00:00:26.470 --> 00:00:29.470
and you might have tackled it
or I suggest you tackle it,

00:00:29.470 --> 00:00:32.490
is to figure out the oxidation numbers

00:00:32.490 --> 00:00:35.360
for each of the elements
as we go into the reaction,

00:00:35.360 --> 00:00:37.090
as they are entering the action

00:00:37.090 --> 00:00:39.070
and as they are exiting the reaction,

00:00:39.070 --> 00:00:43.490
or I guess you could say on
either side of the reaction.

00:00:43.490 --> 00:00:47.460
So first, let's look at
this iodine right over here.

00:00:47.460 --> 00:00:51.150
Well, each iodine has
a negative one charge.

00:00:51.150 --> 00:00:54.180
And so it's quote hypothetical charge,

00:00:54.180 --> 00:00:56.270
which isn't so hypothetical in this case,

00:00:56.270 --> 00:01:01.270
which would be its oxidation
number is negative one.

00:01:01.440 --> 00:01:03.890
Now let's move over to
this permanganate ion

00:01:03.890 --> 00:01:05.430
right over here.

00:01:05.430 --> 00:01:07.270
Now this one's a little bit more involved

00:01:07.270 --> 00:01:09.480
to figure out the oxidation numbers.

00:01:09.480 --> 00:01:11.510
But what we generally remember

00:01:11.510 --> 00:01:14.980
is that oxygen is quite electronegative.

00:01:14.980 --> 00:01:18.150
It is likely to hog two
electrons and when we think

00:01:18.150 --> 00:01:21.310
about hypothetical charge
with oxidation numbers,

00:01:21.310 --> 00:01:26.010
oxygen is going to have eight
negative two oxidation number

00:01:26.010 --> 00:01:29.430
because it likes to hog
those two extra electrons.

00:01:29.430 --> 00:01:31.730
And so if each of these four oxygens

00:01:31.730 --> 00:01:34.880
has a hypothetical charge of negative two,

00:01:34.880 --> 00:01:37.720
that would be negative eight total

00:01:37.720 --> 00:01:41.560
and we see that this entire
ion has a negative one charge.

00:01:41.560 --> 00:01:44.440
So that means that the manganese

00:01:44.440 --> 00:01:46.350
has to have a hypothetical charge,

00:01:46.350 --> 00:01:50.880
an oxidation number of plus seven.

00:01:50.880 --> 00:01:52.490
So I just wanna review that one again

00:01:52.490 --> 00:01:54.240
because this is a little bit involved.

00:01:54.240 --> 00:01:56.900
We said oxygen, we're gonna
go with the negative two

00:01:56.900 --> 00:01:59.720
'cause it likes to hog two electrons.

00:01:59.720 --> 00:02:00.930
We have four of them.

00:02:00.930 --> 00:02:02.160
So if you add all that together,

00:02:02.160 --> 00:02:03.600
you're at negative eight

00:02:03.600 --> 00:02:05.920
and the whole ion has a negative one.

00:02:05.920 --> 00:02:08.680
So what plus a negative eight
is going to be negative one?

00:02:08.680 --> 00:02:11.180
Well, positive seven.

00:02:11.180 --> 00:02:14.150
And so that's manganese's oxidation number

00:02:14.150 --> 00:02:17.530
as we enter into the reaction
on this side of the reaction.

00:02:17.530 --> 00:02:21.540
And then let's look at the water.

00:02:21.540 --> 00:02:23.860
Well, water, both the hydrogen and oxygen,

00:02:23.860 --> 00:02:25.650
these are ones you'll see a lot.

00:02:25.650 --> 00:02:27.490
This oxygen is going to have

00:02:27.490 --> 00:02:29.280
a negative two oxidation number

00:02:29.280 --> 00:02:31.580
and each of those hydrogen atoms

00:02:31.580 --> 00:02:34.870
are going to have a plus
one oxidation number

00:02:34.870 --> 00:02:37.110
because in that water molecule.

00:02:37.110 --> 00:02:39.170
We know that the oxygen
hogs the electrons,

00:02:39.170 --> 00:02:40.600
these are covalent bonds.

00:02:40.600 --> 00:02:44.570
But if we had to assign kind
of a hypothetical charge

00:02:44.570 --> 00:02:45.940
where we said, all right, well,

00:02:45.940 --> 00:02:48.820
let's just say the oxygen
takes those two electrons

00:02:48.820 --> 00:02:51.010
and each of those hydrogens
will lose an electron

00:02:51.010 --> 00:02:53.560
and have a plus one oxidation number.

00:02:53.560 --> 00:02:56.960
Now let's look at the right-hand
side of this reaction.

00:02:56.960 --> 00:02:59.690
What's going on with these iodines here?

00:02:59.690 --> 00:03:01.800
Well, in this iodine molecule,

00:03:01.800 --> 00:03:04.090
they aren't gaining or losing electrons,

00:03:04.090 --> 00:03:07.840
so your oxidation number is zero.

00:03:07.840 --> 00:03:11.363
Then let's move on to the next compound.

00:03:12.300 --> 00:03:13.520
Each of these oxygens

00:03:13.520 --> 00:03:16.670
have an oxidation number of negative two.

00:03:16.670 --> 00:03:19.680
And so what would be
manganese's oxidation number?

00:03:19.680 --> 00:03:21.480
Well, the compound is neutral.

00:03:21.480 --> 00:03:24.540
Two oxygens at negative two
is gonna be negative four.

00:03:24.540 --> 00:03:25.390
So in order to be neutral,

00:03:25.390 --> 00:03:27.630
the manganese must be at plus four,

00:03:27.630 --> 00:03:30.400
an oxidation number of plus four.

00:03:30.400 --> 00:03:32.860
And then last but not least,

00:03:32.860 --> 00:03:37.180
if we look at these hydroxide anions,

00:03:37.180 --> 00:03:38.730
each of the oxygen is going to have

00:03:38.730 --> 00:03:41.040
a negative two oxidation number.

00:03:41.040 --> 00:03:43.530
And then the hydrogen is
going to have a plus one

00:03:43.530 --> 00:03:45.040
and we can confirm that that makes sense.

00:03:45.040 --> 00:03:48.650
Negative two plus one is
going to be negative one

00:03:48.650 --> 00:03:51.280
for each of these ions.

00:03:51.280 --> 00:03:53.750
So now, let's just think
about who's been oxidized

00:03:53.750 --> 00:03:55.060
and who's been reduced.

00:03:55.060 --> 00:03:59.700
And remember, oxidation
is losing electrons.

00:03:59.700 --> 00:04:03.200
Oil rig, reduction is gaining electrons,

00:04:03.200 --> 00:04:07.180
or reduction is a reduction
in the oxidation number.

00:04:07.180 --> 00:04:10.300
So first, let's look at the iodine.

00:04:10.300 --> 00:04:14.913
We go from an oxidation number
of negative one to zero.

00:04:15.890 --> 00:04:20.310
So to go from an oxidation
number of negative one to zero,

00:04:20.310 --> 00:04:23.100
you need to lose electrons.

00:04:23.100 --> 00:04:25.690
So it has been oxidized.

00:04:25.690 --> 00:04:27.340
Oxidized.

00:04:27.340 --> 00:04:28.220
Let me write that down.

00:04:28.220 --> 00:04:31.370
The iodine has been oxidized.

00:04:31.370 --> 00:04:33.560
Now let's look at the manganese.

00:04:33.560 --> 00:04:37.060
We go from a plus seven to a plus four.

00:04:37.060 --> 00:04:39.900
Our oxidation number has gone down.

00:04:39.900 --> 00:04:42.063
It has been reduced.

00:04:44.030 --> 00:04:45.840
Now let's look at the oxygen.

00:04:45.840 --> 00:04:49.010
Well, everywhere, the oxygen
has an oxidation number

00:04:49.010 --> 00:04:51.650
of negative two, so nothing there.

00:04:51.650 --> 00:04:53.710
And then same thing for the hydrogens.

00:04:53.710 --> 00:04:56.690
Plus one on both sides, so nothing there.

00:04:56.690 --> 00:04:58.590
So the iodine has been oxidized

00:04:58.590 --> 00:05:01.203
and the manganese has been reduced.