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Classroom Management: Mindfulness—Creating a Calm and Respectful Classroom

Classroom Management: Mindfulness—Creating a Calm and Respectful Classroom . October 3, 2011 Educator Professional Day Islamic Academy of New England Al- Noor Academy BSU . Susan Eliason, Ed. D. Assistant Professor Department Of Elementary And Early Childhood Education

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Classroom Management: Mindfulness—Creating a Calm and Respectful Classroom

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  1. Classroom Management: Mindfulness—Creating a Calm and Respectful Classroom October 3, 2011 Educator Professional Day Islamic Academy of New England Al-Noor Academy BSU

  2. Susan Eliason, Ed. D. Assistant Professor Department Of Elementary And Early Childhood Education 90 Burrill Avenue Hart Hall Room 121 Bridgewater State University Bridgewater, MA 02325 susan.eliason@bridgew.edu 508.531.2986

  3. Introduction How do I cultivate mindfulness? Can mindfulness training for pre-service educators and classroom teachers result in compassionate classrooms for young children where they can become competent in affective as well as cognitive domains?

  4. A calm mind reflects

  5. Benefits • Emotional • Management of emotions • Reduces stress • Focuses the mind • Improves resiliency • Cognitively • Supports functioning necessary for development & learning

  6. Supports Positive Classroom Management • Supports techniques of • Encouraging the verbalization of feelings • Modeling, • Redirection, • Positive Reinforcement, And • Encouragement. • Opportunity to act intentionally

  7. Discuss What is your intention? How do you see your students? What is your body language? How often do you listen? How often do you speak? What are you listening for? What do you do when a student says “No”?

  8. Connections Create a Calm and Respectful Classroom

  9. Mindfulness in the Classroom

  10. Stillness practices

  11. Creation Process Practices

  12. Relational practices Storytelling Dialogues or Giraffe Council

  13. Movement practices

  14. Conclusion

  15. Questions?

  16. References Bays, J. C. 2011. How to Train a Wild Elephant and Other Adventures in Mindfulness: Simple Daily Mindfulness Practices For Living Life More Fully and Joyfully. Boston:Shambhala Publishing, Inc. Das, S. L. 2011. Buddha Standard Time: Awakening to the Infinite Possibilities of Now. New York: HarperCollins. Gilliam, W. S. & G. Shahar. 2006. “Preschool and Child Care Expulsion and Suspension: Rates and Predictors in One State.” Infants & Young Children. 19 (3). 228–245. Grossman, P., L. Niemann, S. Schmidt, & H. Walach. 2004. “Mindfulness-Based Stress Reduction and Health Benefits: A Meta-Analysis.” Journal of Psychosomatic Research, 57 (1), 35-43. doi:10.1016/S0022-3999(03)00573-7 Hanh, T. N. 2011. Planting Seeds: Practicing Mindfulness with Children. Berkeley, CA: Parallax Press.

  17. References Hart, S. & V. K. Hodson. 2004. The Compassionate Classroom: Relationship Based Teaching and Learning. Encinitas, CA: PuddleDancer Press. Jenkins, P. J. 2008. Nurturing Spirituality in Children. New York: Atria. Jennings, P. 2011. “Mindfulness and Learning: What’s the Connection?” http://mindful.org/the-mindful-society/education/mindfulness-and-learning-what%E2%80%99s-the-connection Jennings, P. A., & M. T. Greenberg. 2009. “The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes.” Review of Educational Research, 79 (1), 491–­525. doi:10.3102/0034654308325693 Molnar, C. 2010. “Mindfulness Training Changes the Brain and Builds Neuropsychological Resources.” The Pennsylvania Psychologist Quarterly, 8 (11), 8.

  18. References NAEYC. 2009. “Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth Through Age 8.” Position statement. Washington, DC: Author. http://www.naeyc.org/positionstatements/dap. Qi, C. H., & A. P. Kaiser. 2003. “Behavior Problems of Preschool Children From Low-Income Families: Review of The Literature.” Topics in Early Childhood Special Education, 23, 188–216. Schoeberlein, D. & S. Sheth. 2009. Mindful Teaching And Teaching Mindfulness: A Guide For Anyone Who Teaches Anything. Boston: Wisdom Publications. Shonkoff, J.P. & D. A. Phillips, eds. 2000. From Neurons to Neighborhoods: The Science of Early Childhood Development. A report of the National Research Council. Washington, DC: National Academies Press.

  19. References Sidelinger, T. 2004. “The Problem of Burnout among Early Educators and how it may lead to Staff Turnover.” (Unpublished master thesis. University of Maine, Farmington, ME). Smith, B. J., & L. Fox. 2003. “Systems of Service Delivery: A Synthesis of Evidence Relevant to Young Children at Risk of or Who Have Challenging Behavior.” Center for Evidence-based Practice: Young Children with Challenging Behavior. www.challengingbehavior.org. Whitebook, M. & L. Sakai. 2003. “Turnover Begets Turnover: An Examination of Job and Occupational Instability among Child Care Center Staff.” Early Childhood Research Quarterly, 18, 273–293. Willard, C. 2010. Child’s Mind: Mindfulness Practices to help our Children be More Focused, Calm, and Relaxed. Berkely, CA: Parallax Press.

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