Mindfulness in Schools
Suddenly, everyone seems to be talking about mindfulness. I hear it talked about in my fitness classes, in classrooms, in professional meetings and in the line at the supermarket! It seemed like a good time to explore the practice, and learn a little more about its research base and application in schools.What is mindfulness? According to Hooker & Fodor (2008), mindfulness is a very cognizant, purposeful way to be entirely aware of what is happening within us as well as around us, without judgement. Another way of defining it, is “paying attention on purpose, in the present moment, and nonjudgmentally, to the unfolding of experience moment to moment” (Kabat-Zinn, 2003, p. 145). Mindfulness is learned and practiced through meditation and breathing exercises, during which mental awareness and experiencing the present moment are stressed.
Welcome Back!
September has always been a time of excitement and anticipation for me. As a child I was one of those kids who couldn’t wait to start the school year, eagerly anticipating seeing school friends, meeting my new teacher and delving into new learning opportunities. Those feelings had a lot to do with my decision to go into education as a young adult. After these many (many!) years, I still feel that excitement as the start of a new school year approaches.Work Smarter, Not Harder: The Power of Self-Management
Teachers typically report that dealing with students’ disruptive behaviors is the single greatest challenge they face (Fox & Hemmeter, 2009). This likely comes as no surprise to anyone who has ever worked in an educational setting. Challenging behaviors can be extraordinarily frustrating for even the most experienced teachers, as they can derail a lesson and reduce learning opportunities for both the student engaging in the behaviors and his/her peers. Challenging behaviors can lead to feelings of stress and uncertainty if teachers don’t feel they have the tools to respond effectively and efficiently. In a 2004 survey, a whopping 75% of teachers reported that they “would have more time to spend on teaching and teaching effectively if there were fewer disruptive behaviors in the classroom” (Guardino & Fullerton, 2010). So how can teachers feel confident in dealing with challenging behaviors and spend more time teaching? Self-management may be the answer.Creating a Positive Climate for Change
The business of a school day can be overwhelming when paired with the pressures of accountability. As teachers and instructional leaders, we often get so caught up focusing on CCLS, pacing calendars, curriculum modules, and state exams that we lose sight of the fact that we need to work on developing trust and respect to effectively engage colleagues in our highly collaborative work.The Future Workforce: Will Our Students be Ready?
How can educators better prepare students for work in what appears to be a shrinking job market? For now, the answer may lie in helping students, perhaps as early as kindergarten, to develop work-related skills and abilities. If the demand for human labor will be reduced over the next two decades, that means that today’s toddlers will be entering a labor force offering jobs, most of which do not yet exist.In order to help prepare students for the workforce, Career Development and Occupational Studies (CDOS) learning standards were developed. CDOS learning standards and activities begin in kindergarten and continue through grade 12. They contain universal foundation skills which were developed in the early 1990s by a commission approved by the US Secretary Labor. It contained findings which are widely used today. In total, eight areas were identified. The first three are foundational: basic skills, thinking skills and personal qualities. The remaining five are workplace oriented: resources, interpersonal, information, systems and technology.