INTRODUCING JAMS | CITY
We hold a place for you.
JamsCity Fund is founded and directed by Charlotte educator and yoga teacher, Michaela Moseley and yoga teacher and teacher training facilitator Jaimis Huff. The foundation develops spaces for students and educators to practice mindfulness in an era where the mental health of individuals holds significance. JamsCity is lululemon's Here to Be Partner, the company’s global social impact program. As a Here to Be partner, JamsCity strives to spread the importance and practice of mindfulness throughout the educational sector of the community. Being mindful means to be reflective; giving individuals a space to reflect on their own being. JamsCity takes the initiative a step further by creating a space to have the difficult conversations surrounding race, gender, equity, and equality. As the foundation continues to promote the importance of mental health, they are visiting schools and implementing strategies that will support the needs of the children and staff.
"It is easier to build strong children than to repair broken men" - Frederick Douglass
By incorporating mindfulness strategies and tools, the curriculum is designed to support the needs of students and educators. Mindfulness involves a heightened sense of situational awareness and a conscious control over one’s thoughts and behavior relative to that situation (Marzano, 2003). The curriculum is responsible for providing clients with additional socio-emotional, academic, and non-cognitive support. It uses researched based practices to manipulate a curriculum that ensures the emotional development of students.
According to a study that was conducted at a school that serves low-income, ethnic-minority elementary school students, mindfulness has significantly improved students' ability to pay attention, develop self-control, increase classroom participation, and improved the way students respect for one another (Black and Fernando, 2013). The curriculum was created with the intention of being able to adapt and modify particular lessons to meet the specific needs and desired goals of the practitioner. As one uses the curriculum, they are able to choose which levels/constructs of mindfulness they are interested in pairing alongside various lessons. In addition, the lessons are designed in an array that prepares educators and students to have difficult conversations surrounding race, gender, equity, and equality. The designer of the curriculum believes that before one can have these discussions, they have to develop skills in the areas of integrity, self discipline and reflection, control, concentration, understanding, and acceptance; which is what the curriculum ensures. Being able to apply these skills to course work gives educators the opportunity for self discovery, and students the opportunity to further explore different perspectives and participate in real-time conversations with other peers.
Changes in behavior, accountability, persistence, and engagement are likely to occur. A study expressed that teachers observed significantly less hyperactive behavior, ADHD symptoms, and inattentiveness among their students (Klat, 2013). For example, at West Charlotte Senior High School, the building that participated in this style of teaching experienced a 48% decrease in out-of-school suspensions, 42% decrease in skipping referealls, and a 33% decrease in total number of referrals. As users use the curriculum and implement structures of it to their practices they will be able to develop and further strengths the growth mindset in educators and students.