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Mindful Me MattersIntegration of Mindfulness into the Classroom
By Allana Beaton & Fredrik de Grave
wellness.winonastateu.com
Definition Mindfulness
Mindfulness means paying attention in a particular way;
On purpose,in the present moment, andnonjudgmental.
asoulfulday.com
Mindfulness Based Stress Reduction
Originally developed in the late 1970s as an 8-week group intervention, for people experiencing a range of medical problems including chronic pain, within a university-based medical center by Jon Kabat-Zinn and Saki Santorreli.
The significant and continued growth in the empirical research base investigating MBSR with adults includes management of chronic pain, stress, anxiety, psoriasis, eating disorders, fibromyalgia, substance abuse and with cancer patients.
Why is Mindfulness important? Better focus and concentration Increased calmness Decreased stress & anxiety Enhanced health Improved impulse control Skillful ways to respond to difficult emotions Increased self-awareness Increased empathy and understanding of others breakingmuscle.com
Research questions and variables
Research question:What is the effect of mindfulness training on students' performance and self-awareness?
Independent Variable: Mindfulness Training.
Dependent Variable ( Quasi Experimental): ◦ Performance – Criteria A – Knowledge &
Understanding assignments◦ Self awareness – “Mindful Me” Scale
changeitpsychology.co.nz
learn-theory-music.com
Review of literatureWhat is Mindfulness?
Meiklejoin et al (2012) says: “The intent is not to get rid of thoughts, feelings, or sensations. Rather, it is to cultivate a clearer awareness of direct moment to moment experience with acceptance and a kindly curiosity which is not obscured by judgments about the experience” (p. 2).
theguardian.com
Review of literature (Continued..)
Why Mindfulness into the Classroom?
Meiklejoin et al (2012) suggest: “The intent is not to get rid of thoughts, feelings, or sensations. Rather, it is to cultivate a clearer awareness of direct moment to moment experience with acceptance and a kindly curiosity which is not obscured by judgments about the experience” (p. 2).
Greenberg et al (2001) says: “Research has consistently found a positive correlation between measure of children’s social and emotional skills (e.g. emotional regulations) and measures of later psychological health” (p. 35).
time.com
Review of literature (Continued..)
How Can We Integrate Mindfulness in the Classroom?
Hooker and Fodor’s (2008) suggest: “The answer is to start out simple and small and build up naturally as time goes on”.
And Kabat –Zinn (2014) said: “What truly makes mindfulness work is love. If the teacher holding the class is profoundly in love with what they are doing and with the people in the class in a fundamental way. It will work”
recoverysuperstore.com
Research Process
2 Group Pre/ Post Test Group Design
Our research design will include 2 groups, one experimental; one control.
myweb.uiowa.edu
Intervention2 Group Pre/Post Test Group Design
Comparison of two grade 6 visual arts classes, one test group and one control group
The experimental group will benefit from mindful training the control group will not
10 minute Mindful strategy at beginning of class
digswellartstrust.com
Description of your sample (1)Ethnic Breakdown
6B: *class to receive the intervention 6E: *Comparison class
Demographic
# of students
Qatari 9
Egyptian 1
Iranian/ British
1
Venezuelan 1
Bahraini 1
British 1
Canadian 2
New Zealander
2
Bangladeshi 1
Latvian/ American
1
Total 20
Demographic
# of students
Qatari 10
Palestinian 5
Lebanese 1
Syrian 1
Jordanian 2
Pakistani 1
Total 20
Description of your sample (2)
Covenience Sample, we used Allana’s Grade 6 (B&E) Visual Art
classes to collect our research
Age Range 11-12 years old
Other important Characteristics:
mathrubhumi.com
Location:
etc.usf.edu/
Data collection Matrix
Dependent variable measurements
Students Parents Teachers
Performance Rubric - research questions
Grades
Self awareness Pre/ Post term likert scale
- Observation Tally sheet- Anecdotal records
Threats to Validity
wmbriggs.com
justintarte.comclassroomhives.org
ksj.mit.edu
kirkcameron.com
mathrubhumi.com
shariatforum.com
Strategies we used in 6 weeks
The effect on Performance Awareness
Pre “Mindful Me” Survey
Post “Mindful Me” Survey
Measuring Attitude Likert Scale “Mindful Me” Pre and Post questions:
What is the effect of mindfulness training on students' performance and self-awareness?1. I contribute to art class.2. I am aware of how I learn in art.3. I am aware of how I organize my materials in class.4. It is important to me that I help my classmates.5. It is important to me that I finish my assignments.6. It is important to me that I do well in art.7. It is important to me that I improve my art skills.8. I am aware of my time management during class.9. I am aware that reflection improves my work.10. I am aware of the expectations of the research assignments.
Please click on the link to see our "Mindful Me" scale questionnaire.Mindful Me Scale questionnaire
Measuring Self-awarenessRating Likert Scale
All O
f The
Tim
e
Mos
t Of T
he T
ime
Som
etim
es
Rarel
y
4
3
2
1
Results: Self-awareness
Class 6E Control group gain or change vsClass 6B Experimental gain or change score.
The unpaired t test showed that the self-awareness of the experimental group did not improve significantly more than those of the control group (t=0.1154, df=38, p=0.9088).
Self-awareness Mean ScoresControl vs Experimental
Control Experimental05
10152025303540
PrePost
Intervention Pre test results Post test results
Control 33 33,55
Experimenta
l 34,05 34,7
Performance: Knowledge & Understanding MYP – Criteria A
Claude Monet Georgia Totto O'Keeffe
Artist Research & Colour Theory
en.wikipedia.orgen.wikipedia.org
Results Performance
Class 6E Control group gain or change vsClass 6B Experimental gain or change score.
The unpaired t test showed that the performance of the experimental group did not improve significantly more than those of the control group (t=0.5416, df=38, p=0.5913).
Performance Mean ScoresControl vs Experimental
Control Experimental0
1
2
3
4
5
6
7
PrePost
Intervention Pre test results Post test results
Control 4,25 4,3
Experimenta
l5,8 5,35
Discussion• The quantitative analyses did not show any statistically significant change in their self-awareness or academic performance.
• However the qualitative analyses points more towards improved focus and concentration on specific art activities explored by the study.
Actions• Discuss and share our action research with other teachers and administrators;• Start Action Research with focus on art instead of written assignments;• Create a PD for teachers who want to try Mindfulness in their classrooms.
http://nextrends.swissnexsanfrancisco.org/forget-owning-lets-share/
References• Albert Einstein. (n.d.). Retrieved from
http://simple.wikiquote.org/wiki/Albert_Einstein#cite_note-1
• Boyce, B. (2014, February). No blueprint, Just love. Mindful, 35-41.
• Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: Mindfulness and
its role in psychological well being. Journal of Personality and Social Psychology,
84(4), 822-848. doi: 10.1037/0022-3514.84.4.822
• Greenberg, M.T., Domitrovich,C., & Bumbarger, B. (2001). The prevention of mental
disorders in school-aged children: current state of the field. Prevention &
Treatment, 4, 1-62.
• Hooker, K. E., PSY.D, & Fodor, I. E., PH.D. (2008). Teaching Mindfulness to Children.
Gestalt Review, 12(1), 75-91. Retrieved January 8, 2014, from
www.mindfuleducation.org/mindfulnessforchildren.pdf.
• Houlihan, J., & Bakosh, L. (2014, February). Mindful. Mindful, 12-13.
References(Continued…)• Kabat-Zinn, J. (1994). Mindfulness Mediation in Everyday Life. New York, NY: Hyperion.
• Mahatma Gandhi Quotes. (n.d.). Retrieved from
https://www.goodreads.com/author/quotes/5810891.Mahatma_Gandhi
• Meiklejohn, J., Phillips, C., Freedman, M. L., Griffin, M. L., Biegel, G., Roach, A., ...
Saltzman, A. (2012). Integrating Mindfulness Training into K-12 Education: Fostering
the Resilience of Teachers and Students. Mindfulness, 3(4), 291-307. doi:
10.1007/s12671-012-0094-5
• Pickert, K. (2014, February 3). The Mindful Revolution. Time.
• Schonert-Reichl, K. A., & Lawlor, M. S. (2010). The Effects of a Mindfulness-Based
Education Program on Pre- and Early Adolescents’ Well-Being and Social and
Emotional Competence. Mindfulness, 1(3), 137-151. doi: 10.1007/s12671-010-0011-8