Minding my students
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This document discusses mindfulness and its benefits for educators and students. It is divided into two parts. Part 1 discusses how mindfulness can help with stress reduction, concentration, and finding stillness. Part 2 explores how mindfulness can improve communication and promote positive emotions. The document provides an overview of mindfulness practices such as breathing exercises and mindful eating. It also summarizes research showing mindfulness can enhance focus, resilience, and health while decreasing stress, negative emotions, and mental health issues. Overall, the document promotes mindfulness as a tool to improve well-being, relationships, and academic performance for both teachers and students.
Minding my students
- 1. Sourced using additional notes from Erin Sharaf, MA, PA-C Mindfulness for Educators and students Emma Olohan
- 2. PART 1: FINDING STILLNESS ENHANCING CONCENTRATION STRESS REDUCTION PART 2: IMPROVING COMMUNICATION PROMOTING POSITIVE EMOTIONS
- 5. What we do with our mind matters. l
- 7. A particular way of paying attention: • On purpose • In the present moment • Non-judgmentally *WITH KINDNESS AND CURIOSITY What is Mindfulness?
- 8. HOW DO WE PRACTICE? MANY WAYS, INCLUDING: Mindful • Eating • Walking • Moving • Listening • Breathing Noticing the relationship between • Thoughts • Physical Sensations • Emotions
- 9. Without Mindfulness: Stimulus Reaction • Automatic, habitual patterns • Often leads unconsciously to suffering
- 10. WITH MINDFULNESS: STIMULUS MINDFULNESS RESPONSE • THERE IS SPACE FOR CONSCIOUS CHOOSING • MORE SKILLFUL RESPONSES • LESS SUFFERING
- 13. What Can Mindfulness Enhance? • Attention, focus • Emotional resilience • Academic performance • Positive mood • Compassion, empathy, altruism • Physical and mental health • Optimism and kindness http://www.mindfulschools.org/about-mindfulness/research/
- 14. What Can Mindfulness Decrease? • Stress • PTSD • Negative emotions • ADHD • Impulsivity • Test anxiety • Depression http://www.mindfulschools.org/about-mindfulness/research/
- 15. Benefits for Teachers! Decreased Burnout More satisfied with job Greater efficacy in the class More emotionally supportive classrooms Better classroom organization Connect better with students
- 16. COMING TO OUR SENSES
- 18. S-STOP • T-Take a deep Breath • O-Observe • P-Proceed, Park
- 19. GUIDING PRINCIPLES: 1. Participation needs to be a choice. 2. Need to feel safe in order to fully engage. 3. There is no “getting it right,” there’s only engagement in the process. 4. YOUR attitude is crucial and can change everything. (playfulness, curiosity and exploration) 5. Trust the practices to do the work over time.
- 20. MINDFULNESS ACCORDING TO TEACHERS (VIDEO) https://vimeo.com/86520490
- 21. Mindfulness Skills for: Improving Communication Enhancing Positive Emotions
- 23. RELEVANCE: 20%: of students have considered suicide and reported being bullied in UNI/ College / school 45%: of students expressed they were not engaged did not feel recognised could not do their best work 5-8X Increase in anxiety and/or depression in college students over past 50 years
- 24. THE SCIENCE OF HAPPINESS 1 50% … predetermined SETPOINT 2 10%...EXTERNAL CONDITIONS 3 40% …VOLUNTARY ACTION ~WHAT WE DO WITH OUR MIND MATTERS
- 25. Mindfulness in Action (video) https://www.youtube.com/watch?v=FUJs0fXTWTE
- 26. • It’s not joy that makes us grateful, it’s gratitude that makes us joyful. • ~Brene Brown
- 27. GRATITUDE WHY: Fewer emotional and physical symptoms Stronger relationships and communities More optimistic More alert, enthusiastic, attentive Promotes altruistic behavior Less importance on material goods Better GPA (possibly…GGSC study in progress) HOW: Verbal, journal, letters (21 days) Find new things (we adapt) In the moment elicits stronger response than retrospective Share your gratitude Can add gratitude to a negative experience Sandwich your day with gratitude http://gratitudepower.net/science.htm
- 28. Principles to Guide a Learning Community 1. Show up, choose to be present. 2. Pay attention to what has heart and meaning. 3. Speak the truth without blame or judgment 4. Be open to outcome, not attached to outcome Angeles Arrien, PhD, The Four-Fold Way: Walking the Path of the Warrior, Teacher, Healer and Visionary, 1993 Harper, San Francisco
- 30. For more information: • Center for Mindfulness • Mindfulness in Education Network • Mindful Education • A Still Quiet Place • Association for Contemplative Mind in Higher Education
- 31. References: Beauchemin, J. Hutchins, T.L, Patterson, F. (2008). Mindfulness Meditation May Lessen Anxiety, Promote Social Skills, and Improve Academic Performance Among Adolescents With Learning Disabilities. Journal of Evidence-Based Complimentary and Alternative Medicine, 13(1), 34-35. Burke, C. (2010). Mindfulness Based Approaches with Children and Adolescents: A Preliminary Review of Current Research in an Emergent Field. Journal of Child Family Studies, 19:2, 133-144. Carson, J.W, Carson, K.M, Gil, K.M, Baucom, D.H. (2004). Mindfulness-Based Relationship Enhancement. Behavior Therapy, 35, 471-494. Flook, L. et al. (2010). Effects of Mindful Awareness Practices on Executive Functions in Elementary School Children. Journal of Applied School Psychology, 26:1, 70-95 Flook L, Goldberg SB, Pinger L, Bonus K, Davidson RJ. (2013). Mindfulness for Teachers: A pilot study to assess effects on stress, burnout and teaching efficacy. Mind, Brain and Education. 7(3). doi: 10.1111/mbe.12026. Jennings, P. A. et al. (2011). Improving Classroom Learning Environments by Cultivating Awareness and Resilience in Education (CARE): Results of Two Pilot Studies. Journal of Classroom Interaction, 46:1, 37-48
- 32. Jennings, P. A. (2012). Building an Evidence Base for Mindfulness in Educational Settings. http://www.mindful.org/mindful-voices/on-education/building-an-evidence-base-for- mindfulness-in-educational-settings Peters, J.R, Erisman, S.M, Upton, B.T, Baer, R.A, Roemer, L. (2011). A Preliminary Investigation of the Relationships Between Dispositional Mindfulness and Impulsivity. Mindfulness, 2:228-235. doi10.1007/s12671-011-0065-2. Smith, A. Guzman-Alvarez, A., Westover, T., Keller, S., & Fuller, S. (2012). Mindful Schools Program Evaluation. University of California at Davis: Center for Education and Evaluation Services Twenge, J., et al., (2010). Birth cohort increases in psychopathology among young Americans, 1938-2007: A cross-temporal meta-analysis of the MMPI. Clinical Psychology Review 30, 145-154 Van de Weijer-Bergsma E, Formsma AR, de Bruin EI, Bögels SM. (2012). The Effectiveness of Mindfulness Training on Behavioral Problems and Attentional Functioning in Adolescents with ADHD. Journal of Child and Family Studies, 21(5):775-787. Weng, H.Y. et al. (2013). Compassion Training Alters Altruism and Neural Responses to Suffering. Psychological Science, 24(7) 1171-1180.