The word “mindfulness” has been thrown about quite a bit in the education field lately. Usually people use it to talk about meditation in the classroom and giving children a chance to experience the stillness of that but to me, mindfulness means something much greater to me. Being mindful means being aware of yourself in relation to others and being aware of others – aware of their feelings and their physical presence. It means being aware of your own emotions and how they affect you throughout your day. That is a lot for a young child to handle, and every day is a new lesson in what it means to be mindful.
Yesterday I was watching several boys playing on the playground. They had tipped a wheelbarrow over onto its side and they were throwing rocks at it. Each time a rock hit the wheelbarrow it made a loud, satisfying sound. I enjoyed watching the boys as they threw their rocks at that wheelbarrow because they seemed to really be enjoying their sound effects.
And then it happened. Since the boys were throwing rocks at the wheelbarrow, they eventually had to retrieve their rocks so that they could throw them again. One boy went to retrieve his rock just as another boy was throwing his, and it hit him in the head. Luckily, it wasn’t a big rock; otherwise this story would have a much different ending. But it was big enough that the boy started crying, prompting me to go over to him and ask him what was wrong (as if I hadn’t been watching their play). As if sensing the gravity of the situation and anticipating getting into really big trouble, the other boys scattered as soon as I came near them. I comforted the boy with the hurting head and called the others back over to me, explaining that no one was in trouble, but that I really needed them to watch out for their friends’ bodies when they get ready to throw a rock. No one wants to be hit by a rock, and getting hit by a rock hurts! I prompted them to make sure that their friend was okay, and then I coached them on how to look and make sure that no one was standing in between their rock and the wheelbarrow before they threw the rock.
This seems like a very counter-intuitive way to handle a situation where boys are throwing objects that could very well be deemed extremely dangerous. After all, someone could seriously get hurt by a thrown rock. Someone did get hurt. But the boys had been throwing rocks for five minutes before someone got hurt. Five minutes is a long time when you are talking about boys throwing and retrieving rocks. The rock that hit the boy was not thrown with malice; it hit the boy by mistake which created a learning experience for all of us.
That is what we need to be aware of when we look at different situations around the classroom and outside: what is the intent of the child. If the intent had been to hurt someone by throwing a rock at them, then I would have stopped the game and directed the children to something else. This was not the case, so there was no reason why the boys could not continue their game. They just had to be aware that they needed to look out for the other boys when they threw a rock at the wheelbarrow. Throwing rocks isn’t an activity that I endorse simply for the pleasure of throwing a rock, but these boys had another end entirely in mind: they wanted to hear the sound that the rock made when it hit the wheelbarrow. Because of that, I felt that there was no need to stop an activity that had such an innocuous goal. A little while later another teacher on the playground commented that the boys should not be throwing rocks and the game was ended. But valuable lessons were learned with the freedom to throw those rocks: the sound they make against metal, and the fact that they can hurt people so we need to be careful with them. Wise mindfulness lessons, indeed.