|
|
Mind-Body Tools for Teachers: A Proposal for Incorporating Mindfulness Techniques into Teacher Educationby Andrea Hyde - September 28, 2015 This is a proposal to teach classroom-based mindfulness techniques to teacher education candidates as part of their teacher education programs. While mindfulness, including yoga and meditation, is growing more popular in a range of educational settings, the majority of K-12 programs are delivered to schools through external personnel from yoga or mindfulness service organizations. In many cases, these programs are provided at low or no cost to schools, or individual teachers might take trainings ranging from about $600-$2500. A more sustainable, affordable and ethical scenario would be to develop the capacities of teachers to employ mindfulness techniques for their own wellbeing, and that of their students, during their teacher education programs. BACKGROUND This commentary is a proposal to teach classroom-based mindfulness techniques to preservice teacher candidates as part of their teacher education programs. I have prepared this proposal based on the work I have done in aligning school-based yoga curricula with state standards, national standards and initiatives (Hyde & Spence, 2013) as well as my work in teacher education in Illinois. This proposal is informed by my own scholarship in school-based yoga and mindfulness programs (Hyde, 2012) and in consultation with others who are working with yoga and mindfulness programs in schools, researching mindfulness and teaching. While mindfulness, including yoga and meditation, is growing more popular in a range of educational settings, the majority of K-12 programs are delivered to schools through external personnel from yoga or mindfulness service organizations. In many cases, these programs are provided at low or no cost to schools, or individual teachers who might attend training at costs ranging from $600-$2500. A more sustainable, affordable, and ethical scenario would be to develop the capacities of teachers to employ mindfulness techniques for their own well-beingand that of their studentsduring their teacher education programs.
SCHOOL-BASED MINDFULNESS PROGRAMS Mindfulness is the awareness that emerges through paying attention on purpose, in the present moment, and nonjudgmentally to the unfolding of experience (Kabat-Zinn, 2003). In a mindful state, we are more consciously aware of ourselves and what (or who) we are engaged with. This offers us time to recognize, experience, and reflect on our thoughts, ideas, judgments, and feelings in a non-reactive way. When we shift attention inward, our brain waves slow down and the right brain is activated for greater creativity (Siegel, 2007). This practice allows us to feel more peaceful, and, when practiced regularly, to develop self-awareness and self-regulation (Vago & Silbersweig, 2012). Mindfulness programs that involve the secular practice of yoga and meditation are increasingly more common in schools. They appear as self-care classes and resiliency building classes for teachers; as health and physical education, learning readiness, social-emotional learning, and prosocial behavior interventions for students. These programs teach mind-body exercises, found to help students focus their attention, reduce stress, and increase self-regulatory behavior (Davidson et al., 2012; Flook et al., 2010; Greenberg & Harris, 2012; Mendelson et.al., 2010; Napoli, Krech, & Holley, 2005; Oberle et al., 2012; Razza, Bergen-Cico, & Raymond, 2013). This last item, self-control, has recently gained attention as psychologists have found it to be one of the greatest predictors of school success (Baumeister & Tierney, 2012). These same practices have been found to increase teachers occupational well-being (Roeser, Skinner, Beers, & Jennings, 2012), reduce stress, decrease burnout (Jennings et al., 2013; Laravee, 2012), and increase self-regulation and self-compassion (Frank et al., 2013). This benefit alone would be a compelling reason to provide mindfulness instruction to pre-service teachers. Job satisfaction for teachers is at an all-time low (Markow et al., 2013) and teachers experience high levels of occupational stress because of how much they care and how much they are taught to care about the students they serve (Laravee, 2012). A recent study of the reasons for teacher attrition notes that 42% of teachers leave the profession each year. Those teachers who received the least amount of instruction in teaching strategies were the most likely to leave (Ingersoll et al., 2014). Public school teachers are beset with increasing demands for implementing standardized curriculum and assessing students performance. We must do whatever we can to affect progressive change against over-testing and scrutiny, and promote teacher autonomy and professionalization. Teacher educators should find a way to support and promote teachers resiliency if we want them to have the best chance of surviving the profession. Mindfulness practices, well supported by brain sciences1 and field-tested for feasibility and satisfaction by teachers (Jennings, 2015), also align well with state and national social-emotional learning standards, health and physical education standards, Universal Design for Learning, classroom management, school safety/anti-bullying programs, and wellness/anti-obesity initiatives. They further help to fulfill a new coordinated school health model which incorporates the ASCDs whole child principles (ASCD, 2007; 2014). Chronicled most recently in Tish Jennings (2015) Mindfulness for Teachers, teachers who practice mindfulness are more aware of their own emotions, more skillful in working with stress, more efficient in planning and delivering lessons, and can, therefore, be more effective in responding to individual students and orchestrating classroom dynamics. Teachers who are good at regulating their emotions are more likely to display higher job satisfaction (Brackett et al, 2010). Mention of mindfulness practice is virtually non-existent in teacher education. We have been making some slight progress, in attending to social-emotional learning for the students they teach. MINDFULNESS AND SOCIAL-EMOTIONAL LEARNING
When feelings are not well managed, thinking can be impaired . . . in terms of basic brain functioning, emotions support executive functions when they are well regulated, but interfere with attention and decision making when they are poorly controlled (p. 3). Simple training in attention via mindfulness techniquessuch as breathing exercisecan reduce stress, calm, and focus students; it has even been found to reduce the effects of trauma associated with poverty (Bose, 2013). Children living in poverty exhibit symptoms of what the National Child Traumatic Stress Network calls secondary traumatic stress (NCTSN, 2011). Among the recommendations for the prevention and treatment of secondary traumatic stress are self-care groups (for example, yoga or meditation) and mindfulness training. Those working in yoga service organizations that serve the majority of poor Black and Hispanic youth are seeing the possibilities that mindfulnessespecially mindful movementhas for developing positive school behaviors and coping skill which could help to prevent drop outs (Walton, 2013). MINDFULNESS IN EDUCATION: A NEW FIELD
PROPOSAL FOR INCORPORATING MINDFULNESS TECHNIQUES INTO TEACHER EDUCATION
" Simple body postures and movements integrate, soothe, and energize the body and mind by releasing tension and stress, activating coordination and awareness, and stimulating circulation. Mindful movement develops awareness, strength, flexibility, balance, coordination, and focus. " Mindful games and activities release mental tension and explore physical challenges in a noncompetitive way that enhances fitness, teamwork skills, and creative thinking. " Relaxation exercises bring the mind into the body. This slows down the nervous system, activating the relaxation response (Benson, 2000), a physical state of deep rest that changes the physical and emotional responses to stress. These exercises can be done sitting up or lying down, in silence, or accompanied by a guided meditation script or music.
MBTT AND THE REVISED IL LEARNING STANDARDS FOR PHYSICAL DEVELOPMENT AND HEALTH (ENHANCED P. E.)
" Curriculum: fitness activities, individual lifetime activities " Grouping: all students have an opportunity for success " Fitness Emphasis: students design an individual program based on personal goals; students learn to maintain and improve their own fitness to optimize health and well-being; students understand how levels of fitness affect health and cognitive function " Instruction: teacher as coach/guide; students progress at individual pace and self-assess " Social Skills: students develop self-awareness and self-management skills to achieve school and life success; students use social-awareness and interpersonal skills to establish and maintain positive relationships; students demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts " Grading and Assessment: based on self-improvement, self-assessment; used to monitor and reinforce student learning " Games: emphasis on participation and getting everyone active " Technology: other fitness technology (e.g., apps) ASSESSMENT
CONCLUSION
Notes 1. Too numerous to list, but see the following: Garrison Institute Contemplative Teaching & Learning Research Database: http://www.garrisoninstitute.org/contemplation-and-education/; Mindfulness in Education Research Highlights: http://greatergood.berkeley.edu/article/item/mindfulness_in_education_research_highlights; and Kripalu Institute for Extraordinary Living Research Highlights: http://www.kripalu.org/article/1456/ 2. Language is significant is making this initiative welcoming or unwelcoming to students. We should think carefully about what to call this and how to talk about it. This proposal is in keeping with the ASCDs call to educate the whole child, which acknowledges the spiritual (as distinct from religious) nature of human beings, including students. The content of all of the MBTT workshops is in keeping with the democratic principles of public schools; it is secular yet welcoming to students who express a religious belief. We do not use terms such as spiritual or religious in these workshops. They are based in responsible, empirical research (including overwhelmingly positive self-report and observational data) and reflect the latest findings of neuroscience. 3. I have aligned the Yoga in Schools curriculum with PA standards, for example. 4. Initial teaching certification program students. 5. To address IL SEL standards, and to support health and physical education standards, universal design for learning, classroom management, school safety/anti-bullying programs, wellness/anti-obesity initiatives. 6. If we claim that these workshops will address IPTS SEL Standards and must evaluate our efforts to this purpose. 7. And IPTS Standard 1. Diverse Students, Knowledge Indicator C; Standard 4: Learning Environment. References ASCD (2007). The learning compact redefined: A call to action. Alexandria, VA: Association for Supervision and Curriculum Development's Commission on the Whole Child. ASCD (2014). Whole school, whole community, whole child. Alexandria Virginia: Association for Supervision and Curriculum Development's Commission on the Whole Child. Baumeister, R. F., & Tierney, J. (2011). Willpower: Rediscovering the greatest human strength. New York, NY: Penguin Press. Benson, H. (2000). The Relaxation Response. New York, NY: HarperTorch. (Original work published 1975). Bergin, C., & Bergin, D. (2009). Attachment in the classroom. Educational Psychology Review, 21(2), 141170. Bose, B. K. (2013). A necessary catalyst: Dismantling the school-to-prison pipeline with yoga. Journal of Yoga Service, 1(1): 2328. Brackett, M. A., Palomera, R., Mojsa-Kaja, J., Reyes, M. R. & Salovey, P. (2010). Emotion-regulation ability, burnout, and job satisfaction among British secondary-school teachers. Psychology in the Schools, 47(4), 406417. Broderick, P. C. & Frank, J. L. (2014). Learning to BREATHE: An intervention to foster mindfulness in adolescence. New Directions for Youth Development, (142), 3144. Campbell, E. Mindfulness in eEducation rResearch hHighlights.: Retrieved from http://greatergood.berkeley.edu/article/item/mindfulness_in_education_research_highlights; CASEL (2014). What is social and emotional learning? Retrieved from http://www.casel.org/social-and-emotional-learning/ CASEL (2012). 2013 CASEL guide: Effective social and emotional learning programsPreschool and elementary school edition. Chicago, IL: Collaborative for Academic, Social, and Emotional Learning. CAST (2011). Universal design for learning guidelines version 2.0. Wakefield, MA: Center for Universal Design for Learning. Civic Enterprises, Bridgeland, J., Bruce, M., & Hariharan (2013). The missing piece: A national teacher survey on how social and emotional learning can empower children and transform schools. Collaborative for Academic, Social, and Emotional Learning. Chicago, IL: Collaborative for Academic, Social, and Emotional Learning. Danielson, C. (2007). Enhancing professional practice: A framework for teaching, 2nd edition. Alexandria, VA: Association for Supervision and Curriculum Development. Davidson, R. & Begley S. (2012). The emotional life of your brain. New York, NY: Plume. Davidson, R., Dunne, J., Eccles, J. S., Engle, A., Greenberg, M., Jennings, P., . . . Vago, D. (2012). Contemplative practices and mental training: Prospects for American education. Child Development Perspectives, 6(2), 146153. Dusenbury, L., Weissberg, R. P., Goren, R. P., & Domitrovich, C. (2014). State standards to advance social and emotional learning: Findings from CASELs state scan of social and emotional learning standards, preschool through high school, 2014. Alexandria, VA: Collaborative for Academic, Social, and Emotional Learning. Flook, L., Smalley, S. L., Kitil, M. J., Galla, B. M., Kaiser-Greenland, S., Locke, J., . . . Kasari, C. (2010). Effects of mindful awareness practices on executive functions in elementary school children. Journal of Applied School Psychology, 26(1), 7095. Frank, J., Reibel, D., Broderick, P., Cantrell, T., & Metz, S. (2013). The effectiveness of mindfulness-based stress reduction on educator stress and well-being: Results from a pilot study. Mindfulness, 4(3), 19. Frias, E. (2015). Mindfulness practitioners in the classroom: An exploration of lived experiences (Doctoral dissertation). Retrieved from Proquest Digital Dissertations. (AAT 3689679) Garrison Institute. (2014). Garrison Institute contemplative teaching & learning research database. Retrieved from http://www.garrisoninstitute.org/contemplation-and-education/ Goleman, D. (2013a). Focus: the hidden driver of excellence. New York, NY: HarperCollins. Goleman, D. (2013b). The focused leader. Harvard Business Review, 91(12), 5060. Greenberg, M. T., & Harris, A. R. (2012). Nurturing mindfulness in children and youth: Current state of research. Child Development Perspectives, 6(2), 161-166. Hamre, B. K., & Pianta, R. C. (2005). Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure? Child Development, 76(5), 949967. Harris, B. (2013). Building resiliency in students and teachers: Key ideas from research and practice. In A. Cohen & A. Honigsfeld (Eds.), Breaking the mold of classroom management: What educators should know and do to enable student success, vol. 5. Lanham, MD: Rowman & Littlefield. Hyde, A. M. (2012). The yoga in schools movement: Using standards for educating the whole child and making space for teacher self-care. In J. A. Gorlewski, B. Porfilio & D. A. Gorlewski (Eds.), Using standards and high-stakes testing for students: Exploiting power with critical pedagogy (pp. 109126). New York, NY: Peter Lang Publishing, Inc. Hyde, A., & Spence, J. (2013). Yoga in schools: Some guidelines for the delivery of district-wide yoga education. Journal of Yoga Service, 1(1), 5359. Illinois Department of Healthcare and Family Services. (2003). Childrens Mental Health Act of 2003 (Public Act 93-0495). Illinois Enhance Physical Education Task Force. (2013). Illinois Enhance Physical Education Task Force: Recommendations and reportexecutive summary. Springfield, IL: Illinois State Board of Education. Retrieved from http://www.isbe.net/EPE/html/EPETF.htm Illinois General Assembly. (2012). Public aAct 097-1102. Springfield, IL. (August 2012), Illinois State Board of Education. (n.d.). Illinois learning standards for physical development and health. Springfield, IL. Illinois State Board of Education. (2013). IL professional teaching standards. Springfield, IL. Illinois State Board of Education. (n.d.). Illinois learning standards: Social/emotional learning. Springfield, IL. Ingersoll, R., Merrill, L., & May, H. (2014). What are the effects of teacher education and preparation on beginning teacher attrition? Philadelphia, PA: Consortium for Policy Research in Education, University of Pennsylvania. Jennings, P. A. (2011). Promoting teachers social and emotional competencies to support performance and reduce burnout. In A. Cohan, A. Honigsfeld. (Eds.), Breaking the mold of preservice and inservice teacher education: Innovative and successful practices for the 21st century. Lanham, MD: Rowman & Littlefield Education.i Jennings, P. A. (2015). Mindfulness for Teachers: Simple skills for peace and productivity in the classroom. New York, NY: W. W. Norton & Company. Jennings, P. & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491525. Jones, S. M., Bouffard, S. M., & Weissbourd, R. (2013). Educator's social and emotional skills vital to learning. Phi Delta Kappan, 94(8), 6265. Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: Past, present, and future. Clinical Psychology: Science & Practice, 10(2), 144156. Kripalu Center for Yoga & Health. (n.d.) Kripalu Institute for Extraordinary Living research highlights. Retrived from http://www.kripalu.org/article/1456/ Laravee, B. (2012). Cultivating teacher renewal: Guarding against stress and burnout. Lanham, MD: Rowman & Littlefield. Lawlor, M. S. (2014). Mindfulness in practice: Considerations for implementation of mindfulness-based programming for adolescents in school contexts. New Directions for Youth Development, (142), 8395. Markow, D., Macia, L., & Lee, H. (2013). The MetLife survey of the American teacher: Challenges for school leadership. Rochester, NY: Harris Interactive. Mashburn, A. J., Pianta, R. C., Hamre, B. K., Downer, J. T., Barbarin, O. A., Bryant, D., . . . Howes, C. (2008). Measures of classroom quality in prekindergarten and childrens development of academic, language, and social skills. Child Development, 79(3), 732749. Meiklejohn, J., Phillips, C., Freedman, M. L., Griffin, M. L., Biegel, G., Roach, A. T., . . . Saltzman, A. (2012). Integrating mindfulness training into K-12 education: Fostering the resilience of teachers and students. Mindfulness, 3(4), 291307. Mendelson, T., Greenberg, M. T., Dariotis, J. K., Gould, L. F., Rhoades, B. L., & Leaf, P. J. (2010). Feasibility and preliminary outcomes of a school-based mindfulness intervention for urban youth. Journal of Abnormal Child Psychology, 38(7), 985994. Napoli, M., Krech, P. R., & Holley, L. C. (2005). Mindfulness training for elementary school students: The attention academy. Journal of Applied School Psychology, 21(1), 99125. National Scientific Council on the Developing Child (2006). Children's emotional development is built into the architecture of their brains. Waltham, MA: Brandeis University. National Child Traumatic Stress Network. (2011). Secondary Traumatic Stress: A Fact Sheet for Child-Serving Professionals. Retrieved from http://www.nctsnet.org/sites/default/files/assets/pdfs/secondary_traumatic_tress.pdf Oberle, E., Schonert-Reichl, K. A., Lawlor, M. S., & Thomson, K. C. (2012). Mindfulness and inhibitory control in early adolescence. Journal of Early Adolescence, 32(4), 565588. Razza, R., Bergen-Cico, D. & Raymond, K. (2013). Enhancing preschoolers self-regulation via mindful yoga. Journal of Child and Family Studies, 24(2), 10621024. Rimm-Kaufman, S. E., Pianta R. C., Cox, J. J., & Bradley, R. (2003). Teacher-rated family involvement and childrens social and academic outcomes in kindergarten. Early Education and Development, 14(2), 179198. Roeser, R. W., Skinner, E., Beers, J., & Jennings, P. A. (2012). Mindfulness training and teachers personal development: An emerging area of research and practice. Child Development Perspectives, 6(2), 167173. Schonert-Reichl & Zakrzewski (2014, January 8). How to close the social-emotional gap in teacher training. The Greater Good. Retrieved from http://greatergood.berkeley.edu/article/item/how_to_close_the_social_emotional_gap_in_teacher_training Shanker, S. (2012). Calm, alert and learning: Classroom strategies for self-regulation. Newmarket, ON: Pearson Education Canada. Siegel, D. J. (2007). The mindful brain: Reflection and attunement in the cultivation of well-being. New York, NY: W. W. Norton & Company. Vago, D. R., & Silbersweig, D. A. (2012). Self-awareness, self-regulation, and self-transcendence (S-ART): a framework for understanding the neurobiological mechanisms of mindfulness. Frontiers in Human Neuroscience, 6(296), 130. Walton, A. G. (2013, July 24). How yoga could keep kids in school. Forbes. Retrieved from http://www.forbes.com/sites/alicegwalton/2013/07/24/how-yoga-might-save-the-u-s-trillions-of-dollars-and-a-lot-of-lives/ Zenner, C., Herrnleben-Kurz, S., & Walach, H. (2014). Mindfulness-based interventions in schools-a systematic review and meta-analysis. Frontiers in Psychology, 5(603), 120. APPENDIX Table 1.
MBTT Aligned with IL Physical Development and Health (PDH) Standards and Social-Emotional Learning (SEL) Standards. Tools Modified from the Yoga in Schools Health and Physical Education Teacher Professional Development Curriculum ©2013 Yoga in Schools
Table 2. Program Assessment Model
|
|
|
|
|
|