After this, new and veteran teachers came together to share a meal. They bonded over an ice breaker of Classmate Bingo, a game we use in schools to help students get to know each other and find common ground.

It is a fun activity for all ages that builds connection and community. We wanted to share some sample teacher answers with you too.

From there, the group moved into training on the updated MTM manual, mission and vision, the science behind mindfulness, trauma informed teaching, the Collaborative for Academic, Social and Emotional Learning (CASEL) framework, cultural awareness and classroom management. Veteran teachers shared their favorite lessons and success stories, showing just how much wisdom lives in our teaching community.

A special thank you to TGR Learning Lab for donating the perfect space for us to practice and learn together.

New MTM Year, New Hopes

We are excited to welcome three new teachers to the MTM family this year: Erin Drummond, Nora Neumann and Lisa Unger. Every one of them is a certified yoga practitioner and each brings their own special gifts to the mat.

We also asked teachers what their hopes are for the new MTM school year and what they are looking forward to most. Below are some highlights.

Veteran MTM Teachers Share Their Wisdom

Two teachers, Jen Bergbauer and Liz Seaden, have been with MTM since the very beginning, serving students for over a decade. Year after year, they keep growing, uncovering new ways to show up better for the kids, school partners and for their fellow MTM teachers.

Below, they share what they've learned over the years and how they teach continues to evolve.

MTM Teacher Jen B



• Your presence in the class matters. Just showing up makes a difference.
• A child might not look interested, but that does not mean they are not learning or getting something out of it.
• I can always slow down more.
• If a student takes just one tool and puts it into practice, that's a huge success. 

MTM Teacher Liz S.



• Always be prepared but stay flexible and be willing to adapt your plans.
• Student comments and interactions are often learning opportunities. For example, if a student points out another student's negative behavior, that is a chance for the whole class to notice they are being distracted and to use their grounding anchors to refocus.
• Be vulnerable and authentic.

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