James Butler, M.Ed., has been teaching kindergarten and prekindergarten since 2002. He has a B.S. in education and early childhood from Indiana’s Manchester University and an M.Ed. in curriculum and instruction from Grand Canyon University.
He is now the SEL (social-emotional learning) mindfulness specialist for the Austin Independent School District (AISD), working with teachers, staff, administrators, parents, and grades preK–12 students. During the 2016–2017 school year, James helped implement a mindfulness curriculum in all 130 AISD campuses.
He lives in Austin, Texas.
“Especially recommended.”—Wisconsin Bookwatch
*Wisconsin Bookwatch*
“Mindful Classrooms offers wonderfully concrete activities for
teachers who want to lead mindful movement and breathing exercises
with their students in the classroom. It’s the perfect complement
to the daily guided sitting practices that more and more schools
are embedding into the school day to benefit both students and
teachers. This book can help educators foster a more mindful
classroom in which to support their students’ social and emotional
learning.”
*Laurie Grossman, director of social justice and educational
equity, Inner Explorer, Inc.*
“I have been inspired by the research presented that shows the
positive effects of secular mindfulness in schools. It allows time
for reflection while reducing stress and anxiety. Learning how to
relax and concentrate on the task at hand is important and
worthwhile for students, teachers, and even superintendents. I’m
hopeful for Mindful Classrooms, and I want to encourage everyone to
reflect on the importance of having a proper balance.”
*Dr. Paul Cruz, Austin ISD superintendent*
“Mindful Classrooms has helped teach our students and staff to
self-regulate when they are frustrated, angry, or anxious, or they
need a brain break. Academics are very important but with the help
of Mindful Classrooms, we are teaching whole-child life skills that
will complement their academic work.”
*Mark Overly, Carrcroft Elementary principal*
“My students have been more aware of themselves and how their
attitude affects themselves and others. They’ve even told me ‘I was
able to do this when I was angry, and I wanted to yell but I just
breathed, and I worked through it.’”
*Callie Alldredge, Pflugerville Elementary third-grade teacher*
“Students and teachers quickly embraced using Mindful Classrooms on
a daily basis. Both groups stated it helps them be more centered
and focused. It’s had a positive impact on my campus from
kindergarten through fifth grade.”
*Genia Antoine, Pflugerville Elementary principal*
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