Lower School, Middle School

Relationships, Awe and Mystery, Intentional Action

Summary: This exercise helps children to become part of creating a safe environment where they can share with each other those things that are important to them, those things that are close to their hearts.

According to their ages and reading skills, ask small groups to plan the meditation/prayer time together. They can do such tasks as:

• Prepare the space. Students might choose one or two objects for a special focus area or table.
• Choose songs. You may have songs—words or music—on laminated cards from which they may choose.
• Choose a reading. You may have one-line readings on laminated cards for beginning readers. As children get older, provide pre-selected longer readings. Later, teach them how to locate readings for particular themes (of their choice or yours). Remember that children have increasing moral sensibility, so include moral sayings among the reading choices.
• Choose or write text. You may provide options on laminated cards or in age-appropriate books. You may offer a form into which they can insert their own thanksgiving and petitions. They may also want to offer a box in which others can place thoughts, poems, requests or blessings they have written, or they may want to pass around a stick so that whoever is holding it may speak (or pass).

Initiate the meditation/prayer time:

• Gather children at a consistent place. Help them calm their bodies (see "Practicing Stillness" activities).
• Consider having a simple beginning ritual such as lighting a candle or saying a phrase. Using few words point out any focal object. Pause to admire it
• If you wish, sing a simple song. Repetitive songs are ideal as children may naturally join in.
• Introduce the idea of prayer and meditation as simply as possible. (“Prayer and meditation is a time to be close to [God, your deepest self, spirit, the universe, the sacred]. We can talk and also listen. "I wonder if any of you have anything you would like to say" or "We are going to become a special sort of quiet before we speak. Put your hand over your heart and feel yourself get quiet. Not the sort of quiet where your mom or dad are telling you to be quiet, not the sort of quiet where your teacher is telling you to be quiet, but a special sort of quiet where you are quiet and still on the inside so that your outside body is quiet and still.”)
• Be prepared to sit in silence for a few minutes. If you want, say something of your own. Young children usually focus on thanksgivings so you can model that for them.
• Bring the time to a close with a consistent line such as “Thank you for this time.”
• End with a song or simple closing ritual.

As the children become used to having prayer/meditation time, you may also read from a book or sacred text at the beginning of the time. Choose language of praise, love, and thanksgiving. You may want to ask one or two children to prepare the area.

For Older Children:

Continue the same routine but note that now the children are developmentally able to think about others and offer intentions for others. The students need to understand the vulnerability that occurs with this level of sharing. It is like a special gift has been given to the group when a fellow classmates shares about an event that they would like others to focus on. These special gifts need to be treated very carefully and gently. It would be inappropriate to laugh or make fun of a fellow classmate because of something that was shared in class. The things that have been shared should not be taken out of the classroom. This level of sharing also requires that students be good listeners so they can offer thoughts for each other during the meditation time. The routine is the same except the students are invited to share those things they would like their classmates to focus on and during the prayer/meditaiton time they are invited to focus on these things.

Variation: Prayer Ribbon

Discuss the idea of community in terms of how our actions affect each other. The negative comments or actions made on the playground or in the classroom affects everyone in the classroom. Those negative comments that may only be said to one other person but they have a lasting impact on an entire class. The positive comments made to a classmate on the playground or the positive action done on the playground affect everyone in the classroom and also have a lasting impact. Have a discussion about how both the positive and negative interactions that occur between only two students affect the rest of the group.

This works best with the students sitting in a circle, preferably on the floor. Have students share what they would like others to focus on and what they are thankful for. Begin to pass out the ribbon explaining that the ribbon is to remind us how we are connected. As the ribbon is being passed around the circle, each student will lightly hold on to the ribbon, there will be times when the tension of the ribbon being passed will be felt by the group. This is a time to remind the students how one person’s actions or words affects everyone around them. The students will understand this as they feel the tension of the ribbon. After the ribbon has been passed around the circle, the teacher holds the two ends together, with each student holding the ribbon between his/her thumb and finger. Pray or meditate in the manner that has been established by the group. When winding the ribbon back up there will be tension and at times it will be difficult to roll. Use this as a time to continue discussing how we are connected to each other.

Additional Resources:
Jewish: With All Your Heart: A Weekday Prayer Book and With All Your Heart: A Shabbat and Festival Companion, ed. Rabbi Brad Horwitz. Minneapolis Jewish Day School, 2006. http://www.mjds.net/ep_wayh.asp
Christian (Amish): Simple Prayers of Love and Delight, Lois Rock. Good Books.
Multifaith: Earth Prayers from Around the World, ed. Elizabeth Roberts. HarperCollins, 1991.