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Omega - Centering

the spiritual domain

The spiritual domain is considered the elixir that breathes life into the other developmental domains, such as the cognitive, social, and physical domains.  The morning centering ritual awakens the spiritual center, opening pathways to learning.

Centering is a whole-class activity with an opening and closing ritual, and an activity in the middle. It includes mindfulness, but extends into other aspects of contemplative and spiritual learning, as well. These experiences include activities that integrate the academic curriculum, social/emotional learning, creativity, kinesthetics, and students’ connection to the natural world.  

Centering

Centering has three main purposes.

The first purpose is internal — to help each student “center” themselves. After the hubbub of transitioning to school, centering provides a sense of well-being, and helps each student to mindfully become present, grounded, and in touch with their inner life and authentic self.  After centering, students are able to focus and ready to learn.

Centering’s Second Purpose

The second purpose is external — the content of centering. The versatile nature of centering means it can be used to teach a wide variety of objectives.

Centering is an opportune time of day to learn character lessons in an authentic and memorable way. Perhaps students will share in an ancient story with a moral lesson. They might delve deeper into academic understanding, by considering existential questions related to a topic, or maybe to visualize a time in history.

Centering also provides a time and space to learn contemplative material and techniques. Teachers are masterful in the way they integrate these practices with classroom educational goals and needs.

The Third Reason for Centering

The third purpose is magical — to create class coherence. Centering creates an opportunity for an open mind, open heart, and open will (Scharmer, 2009) among classmates.  When such openness is experienced synchronically, the potential for transformative learning is palpable.  A deep respect for one another develops, creating a collaborative and compassionate culture. The class embodies a connected “rhythm” –the class begins to feel as if it has group biorhythms and a unifying field. Non-rational ways of knowing and being become accessible and acceptable, and this “whole person learning” (Yorks and Kasl, 2002) makes learning easier and more enjoyable.  It is important to note that the closing ritual typically includes an opportunity for reflection, which deepens the learning.

Omega Students Lead Centering

Centering in Omega is led by the teachers three times a week in the 7th and 8th grades and expected to be led by students the rest of the week. The middle school students are the role models of mindfulness throughout our campus and will practice Centering activities with younger grades.

Typically, students write the chosen quote for the day in their journals and then verbalize how this quote relates to their life.  This is a very powerful experience to hear peers open up and expand upon a theme from their life’s experiences.  Thought-provoking topics are cultivated in this setting and great wisdom is shared openly.

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