1.  Mindfulness in the Classroom Research Highlights for the ED2 Teacher Leaders Mindfulness Day

2. Why?  Mindfulness is paying attention on purpose, in the present moment, nonjudgmentally. – Jon Kabat-Zinn Mindfulness  Why might you want students to:  Pay attention on purpose?  Be in the present moment?  Be nonjudgmental?

3. Impacts of Mindfulness  Strong body and boosted immune system  Positive mind and emotions; reduced stress  Better brain (learning, memory, empathy)  Improved focus  Increased compassion and altruism  Stronger relationships  http://greatergood.berkeley.edu/resources/studies

4. Impacts of Mindfulness cont.  http://www.eomega.org/workshops/mindfulness-in-education- teacher-training-0#-workshop-description-block http://www.eomega.org/workshops/mindfulness-in-education- teacher-training-0#-workshop-description-block  Research shows that mindfulness practices can:  decrease stress, anxiety, and depression in children  improve emotional regulation, ability to focus, and social relations  teach students how to “pay attention” instead of just telling them to do it

5. One literature review (Meiklejohn et al. 2012)  Teacher training in mindfulness skills can increase teachers’ sense of efficacy and wellbeing, improve classroom management skills, and help maintain supportive relationships with students.  Six elementary studies and eight high school studies show that training students in mindfulness helps their working memory, attention, social skills, academic skills, emotional regulation, and self esteem. Students report improved mood and decreased anxiety and fatigue.

6. Mindfulness in Science Education  Most studies at university level so far  The Listening Place article (Piersol, 2014) outlines interviews and findings with 8 adults regarding “listening to place and strengthening ecological relations”:  Forming trust and “surrendering” to local places  Shifting into new senses of time/seasons  Seeking quiet spaces  Whole body immersion into a place  Unique tools for wandering and wondering  Sharing places with others

7. Teaching Practices of Mindful Teachers (Sherretz, 2011)  A process, rather than response, orientation – more student engagement  Multiple paths to an answer (not right/wrong)  An emphasis on the fun of learning  Giving students choices  Elaboration of thinking through questioning and modeling metacognitive strategies

8. Mindful Teachers  To teach mindfully we need to be mindful. There’s no way around it. If you are a parent, teacher, therapist, or anyone else with children in your life, then the greatest gift you can give to them is your authentic presence. http://danielrechtschaffen.com/mindful- education/ http://danielrechtschaffen.com/mindful- education/  CARE Program CARE Program

9. How Do Teachers Develop Their Own Mindfulness?  5-10 minutes of meditation or other mindful activity a day (gratefulness; mindful walking or journaling)meditation  What activities from this morning could you incorporate?  Mindful Mornings: Find a colleague or several who want to spend 10 minutes mindfully together each morning  Check The Tree of Contemplative Practices diagram for activities you already do or could try  Check the ASCD Education Update: The Mindful Educator for several ideas

10. What are Teachers Doing in Their Classrooms?  Teaching specific mindfulness skills to students (meditation, breathwork, mindful listening)  Links from ASCD Mindful Educator Update Links  “Brain breaks” using sites like Go Noodle that introduce singing and stretching throughout the dayGo Noodle  Having a “peace corner” in your classroom that is quiet and soothing with soft places to sit, tactile objects, or quiet music  Using classroom meetings, peer mediation, or other collaborative and democratic models of decision making and peace making (e.g. Take Ten)Take Ten

11. What do you need to consider?  Patricia Jennings (2013) gives 5 guidelines for introducing mindfulness into education: Patricia Jennings (2013)  Recognize that this is different than the current focus on content/standards/tests and be realistic and respectful of current realities, including parents’ spiritual values  Build a strong evidence base and know the research  Understand developmentally appropriate practices  Integrate mindfulness into the existing curriculum  Engage teachers, parents and administrators in practicing mindfulness

12. Discussion  Responses to research  Personal responses from your own experience  Sara’s encouragement: Contemplative and mindful practices have changed my life, teaching and relationships in many positive ways. Mindfulness is a necessary balance to our technology-driven, multi-tasking, often impersonal world.