Mindfulness in the Classroom

Robbin Thompson

Learning Targets

1) Reader will be able to explain in detail what is mindfulness and how it applies to modern learning

2) Reader will be able to describe different forms of mindfulness within the classroom

What exactly is mindfulness in the classroom?

Mindfulness in the classroom is the introduction of both academic and cognitive abilities with the education. In modern day classrooms there has been a noticeable spike in depression as well as anxiety in both higher and lower grade levels (Armstrong, 2019). It is because of this both scientist and educators look towards new ways to both educate as well as protect the students from mental health decline. In one article the author describes mindfulness as, "the nonjudgmental awareness of each present moment in time" (Albrecht et al, 2012). It is also in this article that it explains that a multitude of teachers of implemented mindfulness such as open discussion, journals, and regulated breathing activities.

Momentous school. (2017, June 5). Mindfulness in the Classroom. Youtube. https://www.youtube.com/watch?si=saOEe1nE4wvQBe4U&v=PrxDsiTXLCs&feature=youtu.be

Watch this 2-minute video about Momentous school and how they incorporate mindfulness not only into each classroom but into each student as well through breathing activities!

Key Takeaways from Video:

Socio-emotional health for students is held to the same standard of rigorous activities (0.08)
Mindfulness is used to help students to develop habits to self regulate emotions through a number of techniques such as regulating breathing (0.31)
Students as young as kindergarten are taught breathing techniques through dolls and music (2.01)

Examples of different Mindfulness Techniques often used in classrooms

Movement

Journaling

Daily gratitude

Quite time (meditation)

Example of when/how to use techniques

Ms. Perry's third grade class was getting ready for field day, which was the most anticipated day of the year, when suddenly there was a loud clap of thunder. Within a few minutes the rain began to pour and all the activities that had been planned for the day were cancelled due to the storm. The students quickly became agitated and upset and couldn't seem to process the idea of not going outside after being promised it all day. Ms. Perry understood their frustration but was unable to change the weather and attempted to calm her class down. After ten minutes of her students talking and complaining about the weather, she decided to form a group circle on the floor. She turned on soft music and allowed her students to sit their silently and practice the breathing activities they had done before. After five minutes of this Ms. Perry was able to speak to her students who had now calmed down and brainstormed ideas of activities for the day.

Conclusion

In conclusion, including mindfulness within the classroom not only helps create a stronger student teacher bond but also allows for emotional growth and regulation for students. By doing these activities at least once a day during the class period students will have more time to not only think about schoolwork but also about their emotions and how to regulate time. Overall, including mindfulness in the classroom allows for students to be open minded, regulate their emotions, and create stronger bonds to their classmates.

Quiz

01. Which of the following would NOT be considered mindfulness in the classroom?

A. Journaling

B. Meditation

C. Quite time

D. Timeout corner

02. Which sentence best defines the meaning of mindfulness within classrooms?

A. For teachers to try out new teaching techniques for future classes

B. Students working independently alone

C. To allow teachers to have some quite time to grade papers

D. To introduce self regulated habits that will benefit students both academically and emotionally

Answer Key

01. A

02. C

References

Albrecht, N. J., Albrecht, P. M., & Cohen, M. (2012). Mindfully teaching in the classroom : a literature review. Australian Journal of Teacher Education; v.37 n.12 p.1-14; 2012, 37(12), 1–14.

Armstrong, T. (2019). Mindfulness in the classroom: Strategies for promoting concentration, compassion, and calm. ASCD.

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