This week has been a good week! My passion is teaching and as a Principal/Headteacher, the opportunities for me to teach have become fewer and fewer. So, when I get the opportunity to stand in front of a group of people and facilitate their learning of something new, I feel happy.
This week I put on a two hour training for teachers from four different schools on Mindfulness in the Classroom. If you have been following my blog and the Mindfulness in the Classroom series, you would have read about the strategies I shared. Add my passion and enthusiasm for mindfulness and my ever growing understanding of mindfulness and I was a bundle of bubbling energy sharing research of others and my own research and modelling the strategies.
There is no denying the impact that mindfulness has had on the children in the trial classes across my academy. Here is a sample of the impact on the number of times the children got angry/upset in a week and the points gained on a happiness scale. A total of 150 children took part in the trial and 47 children were surveyed before the mindfulness strategies were employed. Children’s ages ranged from 5 years old to 11 years old. This short study was over a period of 10 weeks.
|Class||# of times per week child gets angry/upset Pre||# of times per week child gets angry/upset Post||Reduction of # of times per week child gets angry/upset||Happiness Points Gained/child||Amount of time per week spent on mindfulness|
|Class A||16.5||10.75||-0.64||+0.28||20 min/wk|
|Class B||35||9.75||-2.8||+1.44||35 min/wk|
|Class C||17||10.25||-0.68||+2||35 min/wk|
|Class D||60.5||22.5||-3.8||+1.5||30 min/wk|
|Class E||35.25||17||-2.03||+1||15 min/wk|
|Total||164.25||70.25||-2||+1.27||Average 27 min/wk|
The trial teachers were given approximately 2 ½ hours of training on mindfulness strategies and encouraged to use whichever strategies they felt most comfortable with and were appropriate for their classroom.
All teachers recorded an increase in their own personal mindfulness. Those teachers who did show the greatest growth in their mindfulness development tended to have the classes that showed the greatest progress in the reduction of angry/upset incidences and an increase in their happiness scores.
One real success was a Year 1 child who scored his happiness at school as a 1/10. He expressed his displeasure at being at school and could recount very quickly how other children annoyed him, made him angry and disturbed him in and out of class. After 10 weeks, he scored his happiness at school as 9/10 and said he very seldom got angry or upset and when he did he used a combination of mindfulness strategies. The class teacher confirmed that the dramatic change in attitude seen in this child was significant and he was beginning to make excellent progress across all areas of learning.
But, don’t just take my word for it, here is what some of the children had to say about what they have learned.
The training was on Wednesday after school. By Thursday afternoon, teachers were already reporting the impact of implementing the strategies the very next day!
The entire Mindfulness in the Classroom series can be found at https://educationsvoice.wordpress.com/category/mindfulness-in-the-classroom/
Once you have tried a few strategies, please take a moment to comment and feedback on the effectiveness of those strategies.
Remember, breathe deeply and be mindful of the moment!