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AERA Spring 2009
Neag School of Education
Just Breathe: Mindfulness Practices in Teacher Training
GNA Garcia
Department of Educational PsychologyCognition & Instruction Program
AERA Spring 2009
AERA Spring 2009
AERA Spring 2009
James Alexander, a student at Piedmont Avenue Elementary in Oakland, CA, practiced being mindful, using a technique he learned in class.
Brown, P. L. (June 16, 2007). In the classroom, a new focus on quieting the mind. The New York Times.
Why Do I Care?
AERA Spring 2009 5
AERA Spring 2009
What is Teacher Stress?
AERA Spring 2009
What is Mindfulness?
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Research Program
Participants:
44 adult students (average age ≈ 27; 75% female) in their first semester of an accelerated Teacher Certification Program (Master’s degree with certification in one year)
Setting:
Learning Theories course (six hours, one day a week, for six weeks)
Intervention:
Weekly mindfulness exercises lead by instructor (researcher), 5-7 minutes in duration, prior to lunch break
Methodology:
Action research with an intervention
Instruments:
Perceived Stress Scale (quantitative); Contemplative Education Survey (qualitative)
AERA Spring 2009 9
Research Questions
1. Does 5 to 7 minutes of in-class weekly mindfulness practice decrease teachers in training perceived stress?
2. How do participants perceive the role of mindfulness practice in the curriculum?
3. How, if at all, do participants project the incorporation of mindfulness practices as a strategy to address teacher stress?
4. How, if at all, do participants project the incorporation of mindfulness practices as a method of contemplative pedagogy?
AERA Spring 2009
Reported Stress Management Techniques
27.27%
52.27% 34.09%
13.64%
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0
5
10
15
20
25
TIME
ME
AN
PS
S
Monday Group (n = 17)
Control Group (n = 27)
Monday Group (n = 17)
16.11 15.16 15.63 15.6 13.16 15.27 17.7
Control Group (n = 27)
15.66 16.6 16.33 19.66 17.62 16.75 17.6
Pre W1 W2 W3 W4 W5 W6
Perceived Stress Over Time (n = 44)
Weekly Mindfulness Practice & Stress
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Mindfulness in Our Curriculum (n = 15)
Student Outcome f S. Agree Agree
Experience pedagogical care 13 21.4% 71.4%
Relax 13 40% 46.7%
Stay motivated 10 6.7% 60%
Focus 9 13.3% 46.7%
Increase energy 9 13.3% 46.7%
Learn 8 13.3% 40%
Manage my stress 7 13.3% 33.3%
They did not help me 3 6.7% 13.3%
AERA Spring 2009
Mindfulness & Teacher StressMindfulness & Teacher Stress
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Contemplative PedagogyContemplative Pedagogy
AERA Spring 2009
Implications for Teacher Education
• Capitalize upon the experiences dealing with stress your candidates currently possess
• Identify and talk about stress with students
• Model healthy ways of dealing with teacher stress
• Remain in the moment i.e., present with your students
• Manifest joy in your own teaching and learning
• Invite students to bring their whole selves into the learning environment
INTERROGATE TEACHER STRESS
MINDFULNESS ENLIVENS TEACHING & LEARNING
AERA Spring 2009
Limitations
“This [mindfulness practice] may be better used before a test than before lunch, as lunch is a time most students relax anyway” said a Monday Group student.
AERA Spring 2009
Talking about music is like
dancing about architecture.
Thelonius Monk
AERA Spring 2009
Neag School of Education
MUCHAS GRACIAS.
Full paper available @ WWW.GNAGARCIA.COM
Cognition & Instruction ProgramDepartment of Educational Psychology
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