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Week 2 – Essentials – September 17
- 21
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Text: The Way of Mindful Education, Part III: The Mindful Classroom
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Qualities
of a mindful teacher
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Essential
ingredients
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YouTube: Christopher Willard, “Growing Up
Mindful”
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Magazine
Volume on Mindful
Education, Mindful Magazine
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Research:
§ Kasson, E. M., & Wilson, A. N.
(2016). Preliminary evidence on the efficacy of mindfulness combined withtraditional classroom management strategies.
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Blog:
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What
constitutes a mindful education?
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How/can
mindful education be integrated into traditional educational settings?
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Journal: notes, thoughts, and connections
What constitutes a
mindful education?
If mindfulness is defined by ‘present moment awareness without
judgment,’ then mindful education would be encouraging that present-moment awareness
and attention in teachers, students, and families. Rechtschaffen broke it down
to desirable qualities of mindful teachers and mindful classrooms. Mindful
focus for teachers includes compassion, understanding, boundaries, attention,
intention, and authenticity. All these qualities reflect respect, honesty, and presence.
A mindful classroom features emotional accessibility, mindful moments and
transitions, mindful vocabulary, basic understanding of the brain, co-created
agreements, non-hierarchical dialogue, and deep/careful listening. These
qualities provide a safe and open environment for students to learn.
How/can mindful
education be integrated into traditional educational settings?
When I think of ‘traditional educational settings,’ I think
of hierarchical power structures of authority, obedience, and control. The
model of mindful education is a different perspective where (ideally) all are
working together to learn and support.
Gradually incorporating mindful activities into class
schedules, using mindful moments and transitions, as well as discussing SEL
concepts and lessons can be a way to integrate mindful education. These
techniques will gradually shift the perspective as everyone, teachers and
students, learn and adopt different perspectives of how a classroom functions.
For example, in the classroom I am working in, the room is
structured around a model of ‘breathing’ where the students come to the center
together for a circle discussion, instruction, and support, and then return to
their desks (arranged in groups) to do ‘seat-work.’ Like breathing, the flow is
‘inhaling to nourish and support in the circle, and ‘exhaling’ to their desks
to apply what they learned in written work. This overall flow is supported by
mindfulness lessons (which provide vocabulary), mindful moments and transitions
throughout the day. The “Council Practice” discussed by Rechtschaffen p. 102-3)
is similar to Thich Nhat Hanh’s “sharing in a circle with deep listening and
loving speech” (Hanh, 2017, p. 168-171) and is an important piece for keeping
communication open, honest, and respectful where everyone feels they have a
valuable voice in the group.
The bottom line, for me, is that everyone in the classroom
is working together toward mutual respect and support in the activity of
learning. A way to accomplish this is through incorporating mindfulness (and
SEL) activities, instruction, and modelling into the class schedule. I
appreciated Rechtschaffen’s discussion of teachers putting themselves in the
position of their students to see how it felt, “take a seat in the students’
chairs and see what the learning environment feels like. What would make your
nervous system feel more relaxed and ready to learn?” (p. 98). I think it is so important to be aware of the students' perspective of the environment and what is being asked of them. This empathy can go a long way toward creating a peaceful
and calm atmosphere for learning.
When we see a student being resistant,
distracted, or even obstinate, we can use our mindfulness to see the student
within the student.” (Rechtschaffen, p. 90)
As stated in a presentation given by ABII in Alberta, Canada
(featuring physiotherapists Teresa Siebold and Sarah Hartley, 2016), humans
cannot learn (or be in a ‘learning state’) when they are anxious, frustrated,
or angry, but that “learning happens more readily [and possibly faster and will
be more resilient to degradation] in an enjoyable, meaningful, and engaging
environment” (2016). While this presentation was prepared for those in
long-term rehabilitation following a brain injury or stroke, this is applicable
to anyone in a learning environment. The human brain is in a state of constant
change with each experience, (neurons
that fire together, wire together) and nowhere is that more evident than
growing children. I take their statement seriously – the best learning happens
in a nurturing, respectful, and safe environment. Yes, learning can happen in a
stressful, traumatic environment as well, but it may be lessons of basic survival,
not lessons that foster long-term health and well-being.
Thoughts on the research
for this week:
Crain, T. L.,
Schonert-Reichl, K. A., & Roeser, R. W. (2017). Cultivating teachermindfulness: Effects of a randomized controlled trial on work, home, and sleepoutcomes. Journal of Occupational Health Psychology, 22(2),
138-152. doi:10.1037/ocp0000043
Kasson, E. M., & Wilson,
A. N. (2016). Preliminary evidence on the efficacy of mindfulness combined with
traditional classroom management strategies [Abstract]. Behavior Analysis in
Practice, 10(3), 242-251. doi:10.1007/s40617-016-0160-x
Schonert-Reichl, K. A.
(2017). Social and emotional learning and teachers. Future of Children, 27(1),
137-155.
I looked at three sources. The first, Kasson & Wilson (2017), discussed “mindfulness-based strategies
with a classroom behavior management treatment package.” Results in the 3rd
grade student behaviors showed “83% increased and sustained high rates of
on-task behaviors when mindfulness exercises were added to the behavior
analytic techniques” (p. 1) Limitations of this study is the size – 2 teachers
and six students. While this study is positive toward using mindfulness in
conjunction with a classroom behavior management program, I would like to see
studies with more students, perhaps a school-wide study done over a longer
period of time.
The second study (Crain,
Schonert-Reichl & Roeser, 2017, RCT) looked at cultivating well-being (mood
and satisfaction), quality/quantity of sleep, and sleepiness (during the day) of
teachers through workplace mindfulness training (WMT). “Results showed that
teachers randomized to WMT reported less frequent bad moods at work and home,
greater satisfaction at work and home, more sleep on weekday nights, better
quality sleep, and decreased insomnia symptoms and daytime sleepiness” (p. 138,
abstract). As Thich Nhat Hanh’s book is entitled, “Happy Teachers Change the World”! (2017) No one can do a quality
job, especially on a consistent basis unless they have a certain amount of
well-being. And sleep certainly affects how one feels throughout the day.
Adding mindfulness practices, this research showed, contributed to teachers’
sense of well-being. They concluded “results of this study are promising in
that many of the outcomes examined were significantly improved at both
post-program and follow-up” (p. 149). However, it “remains to be known whether
rumination, mindfulness, mood, sleep quality effects of this particular WMT
last beyond three months following the intervention” (p. 149). As with any
behavior, continued practice would yield the highest and most consistent
results.
The third source I examined was authored by Schonert-Reichl (2017, p. 137) and
concludes that “stressed-out teachers have stressed-out students” which is not
a good thing given the inherent stresses of learning, social development, and
assessment. The article stated that “teachers’ beliefs – about their own
teaching efficacy, or about whether they receive adequate support, for example –
influence the fidelity with which they implement SEL programs in the classroom”
(p. 137). I think this is so important, as has been oft-repeated, ‘whether you
think you can or think you can’t, you are right.’
In boosting teachers’ mindfulness,
both programs [CARE: Cultivating Awareness and Resilience in Education, and
SMART-in-Education: Stress Management and Resiliency Training] aim to increase
their job satisfaction, compassion and empathy for students, and efficacy in regulating
emotions, while reducing stress and burnout. Initial research has shown both
programs to be effective in promoting teachers’ SEL competence and well-being.
(Schonert-Reichl, 2017, p. 143)
In regards to programs and studies, such as the one above
for teachers, I thought it was an informative discussion in the Rechtschaffen text about
different approaches of introducing mindfulness training (p. 19-23):
training/self-care for teachers, direct training of students (by teachers and
with curriculum), or individual student training (ex. separate from school
environment, as like with a parent, counselor, or therapist). Obviously, my
focus is on offering exposure and ‘interventions’ direct to groups of students
with the teacher present and participating. I do suspect it would be much more
beneficial for teachers to take on their own practice of mindfulness. I have
been and will continue to encourage this in my interactions with para-educators,
teachers, and administration.
Connections, thoughts,
and notes:
In the section of Rechtschaffen’s discussion on the qualities
of mindful teachers, he brought up safety. I think this is so very important. A
major part of my retreat experience was a feeling of not being safe; providing
a safe and accepting environment for students facilitates learning.
We need to be mindful when setting
boundaries that we are not simply creating a doctrine where everyone needs to do
what the teacher says just because that’s the way it is. We want to perpetually
look deeply at ourselves and the needs of our students to discern the most
appropriate boundaries for the student. For trust and safety to develop in a
classroom, children need respectful boundaries to be set and modeled by their
teacher… boundaries offer students the space in which they can feel secure
enough to learn, be creative, and thrive. (p. 91)
The issue of safety reminded me of a statement Donald
Rothberg made, “without trust and safety, social relationships tend to become
strategic rather than cooperative, increasingly full of skepticism and even
anxiety and fear about others’ intentions” (The
Engaged Spiritual Life, 2006, p. 27). I think one of the most important
things for teachers to gain is the trust of their students. When students feel
safe, they can feel free to experiment with and engage new ideas and concepts
without fear or skepticism.
Thinking ahead:
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Programs and resources to explore: (the
highlighted are ones I am wanting to look at for the midterm)
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Assn. for Mindfulness in Education
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Calmer Choice
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CARE for Teachers
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Compassionate Schools Project
o Inner Explorer
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Inner Kids
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Inner Resilience
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Inward Bound Mindfulness Education
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Learning to Breathe (tweens/teens)
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Mindful Life Project
o Mindful Schools
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Mindfulness Everyday
o MindUp
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Peace in Schools
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Resilient Kids
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Still Quiet Place
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Stressed Teens
o The Kindness Curriculum (pre, K)
o Circle Forward
o .be
For the toolkit:
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Mindful books for children
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Your Fantastic
Brain, JoAnn Deak
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Lemonade
Hurricane, Licia Morelli
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Rosie’s
Brain, Linda Ryden
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A Handful
of Quiet, TNH
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Anh’s
Anger, Gail Silver
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Moody Cow
Meditates, Kerry Lee MacLean
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Peaceful
Pig Meditates, Kerry Lee MacLean
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Visiting
Feelings, Lauren Rubenstein
Hi Liz,
ReplyDeleteThank you for your thoughtful blogpost this week about what constitutes mindful education and how it can be integrated into traditional educational settings.
I like the way you defined mindfulness in a concise way and used multiple phrases to help the reader get a sense of what mindful education means to you after engaging with this week's materials. I appreciated how you included families along with teachers and students as participants in a mindful classroom.
I will push you to think specifically about your students and your context. What kind of qualities of a mindful classroom and a mindful teacher would you like to focus on this month, this season, or this year? What are the two qualities of a mindful classroom that your students need most to feel safe and trusting? Why did you choose these two qualities?
Your second question asked how mindful education can be integrated into traditional educational settings. While traditional settings are imbued with authority, hierarchy, and control, they also contain many structures and supports to help students learn both factual, conceptual, procedural, and metacognitive knowledge. They are places for socialization and exploration of identity. This is my defense of the traditional setting, even though I know it’s not perfect. I want to also point out here that mindful education itself is not free from the grips of authority, hierarchy, and control…if we operate in this society, no concept or process is completely value-free.
I realize that while you have a close relationship with your students’ general education teacher, you are what schools might typically consider an “outside provider”. In what ways do you feel integrated and disconnected from your students? And how do these ways you feel integrated and disconnected affect the ways mindfulness is being integrated into the classroom?
I’m sorry that your retreat experience did not feel safe at times. What is one thing you wish your retreat leader said or did to build trust and safety?
Lastly, thank you for the summary of the research. If I could re-do these studies, I would have liked to know how teachers’ relationship to stress changed as a result of these mindfulness-based interventions (MBIs). I wonder about the subtle difference between reducing stress and reducing stress about being stressed. Teaching and learning seems to only be complexifying as the world complexifies; I don’t see stress going away so maybe these MBIs can focus on changing our relationship to stress (if they aren’t doing so already).
Much gratitude for your work and your engagement with these ideas.
Warm regards,
Julie