18 Slow Down and Be in the Moment
Chapter overview
Society pushes fast- moving fast, reacting fast, thinking fast. And sometimes this is good- but for our students, we want them to be in the moment… this moment… in a deep and meaningful way. Being fast often means surface-level learning and shallow work where students rush to get things done instead of thinking about the work and ensuring they understand it. Students likely do not understand that getting something done does not mean they know or understand it- learning happens with reflection and the use of material. Giving students (and yourself) permission to slow down and be in the moment, to truly experience what is happening around you and within you is good for health, learning, and happiness.
In the classroom, slowing down means focusing on what is happening in class (not on the phone or computer or out the window). Students benefit from slowing down in their reading, in their discussions, and during lectures. This is one area to slow down and be in the moment, but there are many more they can benefit from being SLOW>
This chapter starts with the idea that speed is not a superpower but that reflection is. Being able to reflect (and also project/plan into the future) is a very powerful trait that humans have. The chapter then discusses the fact that we cannot multitask and that we can switch quickly between tasks but there are limits. This is important to share with students who may think being able to multitask is a goal. The chapter then moves to fast and slow thinking (drawn from readings like Thinking Fast and Slow by Daniel Kahneman), and then the benefits of slow thinking. One of the things you might discuss is being present in your own life, which is discussed quickly in the chapter. The chapter also covers SLOW skills (self-regulation, self-regulation, listening, observation, and wonder) and how to build these skills, as well as the opportunity to do some interesting things with the environment/campus and being present.
Linked Lesson/Activity: SLOW assignment
Student learning outcomes
By the end of this chapter, you will:
- Identify how slowing down can give you a deeper, richer experience of your life
- Consider SLOW skills and how you can use this form of experience
Questions to use for discussions, assignments, and reflections
What do you rush through? Why? How do you feel about that- and the outcome of being fast?
Describe a time when you did something fast and regretted it. What was it and what do you thnk you missed?
Describe a time when you experienced something slowly. What did you notice and experience that you might have missed?
When do you use type 1 thinking and type 2 thinking related to college?
Consider each SLOW skill- what strengths do you have? What skills do you need to build?
Possible assignments and activities
- Have students close their eyes and focus on the noise of the classroom
- Ask students to keep an observation log on their way to campus and then analyze it
- Have students assess their SLOW skills and write about how they can strengthen them and then use them in different dimensions of their life (ie: classes, with friends, during leisure time)
Notes
You could have students complete the SLOW assignment as part of class. There are many things on campus that are fascinating when you slow down and experience them (for example, art). This lesson can be very helpful when students start to get overwhelmed, as slowing down helps them take control of their lives and actions. Note: there is a self-regulation section in this chapter, which can be interesting to discuss. Self-regulation comes up a few times in these chapters because it is such a crucial skill according to my previous students.