Educational Implications
Students want to participate and learn about mindfulness activities
As demonstrated by the check-in following Phase One, all students expressed interest in continuing to learn about the benefits of meditation and breathing techniques. All students also expressed interest in incorporating meditation or breathing exercises into the classroom. No students said "No!". Phase One’s workshop peaked their curiosity, leaving students wanting more. Student-led workshops allowed students to explore and identify their own methods, an activity many admitted was invaluable. Mindfulness learning activities can be a positive learning experience for high school students.
As demonstrated by the check-in following Phase One, all students expressed interest in continuing to learn about the benefits of meditation and breathing techniques. All students also expressed interest in incorporating meditation or breathing exercises into the classroom. No students said "No!". Phase One’s workshop peaked their curiosity, leaving students wanting more. Student-led workshops allowed students to explore and identify their own methods, an activity many admitted was invaluable. Mindfulness learning activities can be a positive learning experience for high school students.
You have helped me and taught me so much this year. Meditation has actually changed my life (Focus Student, quoted from a farewell card at the end of the semester)
Exposing students to different methods of meditation provides the framework for establishing their own stress-management tools
I was adamant on the efficacy of traditional meditation in a classroom setting. I approached my research with the belief that sitting quietly and focusing on the breath would be the answer to all of our problems, boosting attention and academic performance. Phase One disproves my lofty claim and quickly deflated my bubble of conviction: traditional meditation does not work for everyone. Also, not everyone will be immediately open to trying the traditional practice. One size does not fit all; and it does not need to.
Phase Two opens up the perspective that everyone has their own method. The goal of meditation is to encourage mindfulness, living in the present moment and accepting the current state. Phase Two proves that there is not simply one path the mindfulness. This does not have to be accomplished by sitting cross-legged with one’s eyes closed. Rather, each student may have a different method that he or she may or may not be aware of already. Encouraging students to identify their personal method proves valuable, as evidenced in the results of Phase Two. Whether a leader or a participant in a workshop, students are exposed to multiple methods of meditation. From these options, students are able to try out different strategies, personally evaluating which method works for them.
Teachers must also provide opportunities for students to reflect. Fostering a classroom environment that values reflection, allotting time in class to slow down, breathe and digest thoughts, emotions and experiences can have a positive impact on peer interaction and improve the overall attitude of students. Research conducted by Eyler, Giles and Scmiede (1996) found reflection challenging in certain school environments and with some students. I experienced this with the handful of students who did not express interest in participating in the workshops, or for the students with ADHD who were unable to sit still long enough to participate in Phase One's meditation activities. According to these researchers, however, “students reported that reflection pushed them to think in new ways, raises new questions, produces new understandings, and new ways of problem-solving” (1996). They advocate for teachers to create a safe environment built on trust and respect in order to successfully challenge students. According to Moon (1999), reflection allows students to "’upgrade’ their learning to even higher levels after the original time of learning”. Regardless if one decides to implement these workshops in their entirety, it is important to note that encouraging reflection can yield positive results, challenging students' thinking and creating a space where students feel their voices are heard.
Phase One and Two's workshops provided time in class to process thoughts and emotions, giving students the opportunity to write whatever they wanted, to unleash their feelings. The workshops demonstrate reasons why reflecting is an important and worthwhile activity. According to Dewey (1933), Blackwell (2001) and Platzer (1997), reflection is an effective strategy in cultivating self-awareness. John Dewey is commonly credited for presenting the concept of reflection as an intellectual, deliberative process. Reflection “provides the link between an experience and learning from that experience” (Blackwell et al., 2001), as seen in the student reflections following the workshops. Reflection also provides, “meaning to something that is personal and subjective” (Platzer et al., 1997). These definitions go hand-in-hand with the concept of mindfulness, the overarching idea in which my research was grounded. Providing reflective opportunities in the classroom helps students construct meaning and identify applications into their everyday Writing, in and of itself, can be used as a stress-reduction tool, an activity that is replicable in a variety of school settings.
The workshops also prove that self-reflection does not have to be in written form, nor does it need to be done for a mark in a grade book. Encouraging students to continually self-reflect on academic progress and personal states, whether it is through journaling, walking, running, listening to music, or crafting, proves to be an effective stress-management tool.
I was adamant on the efficacy of traditional meditation in a classroom setting. I approached my research with the belief that sitting quietly and focusing on the breath would be the answer to all of our problems, boosting attention and academic performance. Phase One disproves my lofty claim and quickly deflated my bubble of conviction: traditional meditation does not work for everyone. Also, not everyone will be immediately open to trying the traditional practice. One size does not fit all; and it does not need to.
Phase Two opens up the perspective that everyone has their own method. The goal of meditation is to encourage mindfulness, living in the present moment and accepting the current state. Phase Two proves that there is not simply one path the mindfulness. This does not have to be accomplished by sitting cross-legged with one’s eyes closed. Rather, each student may have a different method that he or she may or may not be aware of already. Encouraging students to identify their personal method proves valuable, as evidenced in the results of Phase Two. Whether a leader or a participant in a workshop, students are exposed to multiple methods of meditation. From these options, students are able to try out different strategies, personally evaluating which method works for them.
Teachers must also provide opportunities for students to reflect. Fostering a classroom environment that values reflection, allotting time in class to slow down, breathe and digest thoughts, emotions and experiences can have a positive impact on peer interaction and improve the overall attitude of students. Research conducted by Eyler, Giles and Scmiede (1996) found reflection challenging in certain school environments and with some students. I experienced this with the handful of students who did not express interest in participating in the workshops, or for the students with ADHD who were unable to sit still long enough to participate in Phase One's meditation activities. According to these researchers, however, “students reported that reflection pushed them to think in new ways, raises new questions, produces new understandings, and new ways of problem-solving” (1996). They advocate for teachers to create a safe environment built on trust and respect in order to successfully challenge students. According to Moon (1999), reflection allows students to "’upgrade’ their learning to even higher levels after the original time of learning”. Regardless if one decides to implement these workshops in their entirety, it is important to note that encouraging reflection can yield positive results, challenging students' thinking and creating a space where students feel their voices are heard.
Phase One and Two's workshops provided time in class to process thoughts and emotions, giving students the opportunity to write whatever they wanted, to unleash their feelings. The workshops demonstrate reasons why reflecting is an important and worthwhile activity. According to Dewey (1933), Blackwell (2001) and Platzer (1997), reflection is an effective strategy in cultivating self-awareness. John Dewey is commonly credited for presenting the concept of reflection as an intellectual, deliberative process. Reflection “provides the link between an experience and learning from that experience” (Blackwell et al., 2001), as seen in the student reflections following the workshops. Reflection also provides, “meaning to something that is personal and subjective” (Platzer et al., 1997). These definitions go hand-in-hand with the concept of mindfulness, the overarching idea in which my research was grounded. Providing reflective opportunities in the classroom helps students construct meaning and identify applications into their everyday Writing, in and of itself, can be used as a stress-reduction tool, an activity that is replicable in a variety of school settings.
The workshops also prove that self-reflection does not have to be in written form, nor does it need to be done for a mark in a grade book. Encouraging students to continually self-reflect on academic progress and personal states, whether it is through journaling, walking, running, listening to music, or crafting, proves to be an effective stress-management tool.
Being able to just sit still, in the quiet, and write and reflect, I feel like a weight is finally beginning to lift off of my shoulders (Focus Student).
Integrating more opportunities in the class for students to reflect could help to develop metacognitive strategies, which could lower stress and anxiety.
Workshops like these can be implemented on a small scale by other teachers in their classrooms, encouraging students to investigate different methods and establish their own stress-management tools. Phase One indicated increased student engagement in workshops involving visuals and "quizzes". We all encounter those class periods where we finish all of our planned tasks unexpectedly early. With those remaining five or ten minutes, I encourage other teachers to share the videos in Phase One's workshops. I also encourage teachers to share the Prezis from the student-led workshops in Phase Two. Even if one does not plan to implement the entire series of workshops, I urge other educators to try at least one workshop. I also encourage other educators to carve out time for reflection in class, and to consider making this a non-graded activity.
The effects may not be immediate, and that is okay
Some immediately took to traditional meditation, requesting "meditation breaks" throughout the school day. Some also continued to share the ways they have continued to use breathing techniques outside of the workshops. Others were able to identify their personal methods of meditation, conducting research on the method's efficacy and sharing with the class. There were a few students, however, that did not seem to relate to the concept of mindfulness nor any possible form of meditation. I struggled to classify these few students, wondering if they were impermeable to meditation or mindfulness.
I was then reminded that this is all a process. It is my role as an educator to plant the seeds, and I must be ok with knowing I may not be around to see the flower bloom. Some students may sprout right before my eyes, and that has been incredibly rewarding. I cannot, however, allow myself to become frustrated by those that do not seem to blossom. Other teachers and educational leaders can take note of this as well. The impact of these workshops, or our teachings on any subject, may not be immediate, though I must have the confidence to know I have planted the seeds.
To continue to the Limitations, please click here
To return to Phase Two, please click here
To return to my Action Research Home Page, please click here
Workshops like these can be implemented on a small scale by other teachers in their classrooms, encouraging students to investigate different methods and establish their own stress-management tools. Phase One indicated increased student engagement in workshops involving visuals and "quizzes". We all encounter those class periods where we finish all of our planned tasks unexpectedly early. With those remaining five or ten minutes, I encourage other teachers to share the videos in Phase One's workshops. I also encourage teachers to share the Prezis from the student-led workshops in Phase Two. Even if one does not plan to implement the entire series of workshops, I urge other educators to try at least one workshop. I also encourage other educators to carve out time for reflection in class, and to consider making this a non-graded activity.
The effects may not be immediate, and that is okay
Some immediately took to traditional meditation, requesting "meditation breaks" throughout the school day. Some also continued to share the ways they have continued to use breathing techniques outside of the workshops. Others were able to identify their personal methods of meditation, conducting research on the method's efficacy and sharing with the class. There were a few students, however, that did not seem to relate to the concept of mindfulness nor any possible form of meditation. I struggled to classify these few students, wondering if they were impermeable to meditation or mindfulness.
I was then reminded that this is all a process. It is my role as an educator to plant the seeds, and I must be ok with knowing I may not be around to see the flower bloom. Some students may sprout right before my eyes, and that has been incredibly rewarding. I cannot, however, allow myself to become frustrated by those that do not seem to blossom. Other teachers and educational leaders can take note of this as well. The impact of these workshops, or our teachings on any subject, may not be immediate, though I must have the confidence to know I have planted the seeds.
To continue to the Limitations, please click here
To return to Phase Two, please click here
To return to my Action Research Home Page, please click here