Phase Two: Findings
Through my analysis of student feedback and participation in the student-led workshops, as well as my teacher journal, I am able to identify these distinct patterns and themes throughout the implementation of Phase Two:
Student Ownership
Phase One served as an introduction into the concept of mindfulness and the practice of meditation in its’ traditional form. Further opening up the discussion while expanding the definition of mindfulness and meditation helped the students to connect with the topic of my research. Initial discussions and feedback forms at the end of Phase One and beginning of Phase Two indicated many students were able to identify their personal methods they use in order to de-stress or to focus themselves in stressful times. These students, however, could not articulate why these methods worked. An understanding of why their particular method works allowed for students to become “experts” on their topic, taking ownership of their method.
Student Ownership
Phase One served as an introduction into the concept of mindfulness and the practice of meditation in its’ traditional form. Further opening up the discussion while expanding the definition of mindfulness and meditation helped the students to connect with the topic of my research. Initial discussions and feedback forms at the end of Phase One and beginning of Phase Two indicated many students were able to identify their personal methods they use in order to de-stress or to focus themselves in stressful times. These students, however, could not articulate why these methods worked. An understanding of why their particular method works allowed for students to become “experts” on their topic, taking ownership of their method.
Expertise kindles intellectual self-esteem; it helps a kid feel smart. Also knowing a lot about something instills a sense of what it is like to be thorough, to dig into knowledge in depth to become more than an inquisitive sampler and dabbler (Levine, 2002).
With this expertise, students were much more open to sharing with their peers. In sharing their methods, students were able to connect with their peers on a higher level. Several students expressed finding unexpected similarities between themselves and their peers through the student-led workshops, creating a stronger sense of community and belonging amongst the class.
Ability to Make Connections
Students were able to make connections between Phase One’s teacher-led workshops and Phase Two’s student-led workshops. For example, students identified similarities between the use of instrumental music as an alternate form of guided meditation that they were exposed to in Phase One.
Many were also able to form connections between several student-led workshops. The repetitive movement theory presented in Workshop #1: Crafting Calmness was referenced multiple times throughout the later workshops. Students were able to identify the repetitious characteristics of the different methods, as well as expand their thinking to activities outside of the workshops.
Ability to Make Connections
Students were able to make connections between Phase One’s teacher-led workshops and Phase Two’s student-led workshops. For example, students identified similarities between the use of instrumental music as an alternate form of guided meditation that they were exposed to in Phase One.
Many were also able to form connections between several student-led workshops. The repetitive movement theory presented in Workshop #1: Crafting Calmness was referenced multiple times throughout the later workshops. Students were able to identify the repetitious characteristics of the different methods, as well as expand their thinking to activities outside of the workshops.
I learned that pretty much every form of meditation has to do with some sort of repetitive process. For example, the beach- the waves make a repetitive crashing noise. Another example is making duct tape wallets. Ripping and placing the duct tape is a repetitive process (Workshop #2 Leader)
Students proposed different methods, including basketball, baseball and playing the guitar, determining these could be used as a form of meditation as well.
Anything can be a meditation. You just have to find what works for you. In the end, does the science behind it really matter?...I don't think so. Just find what works for you, be happy and most importantly, breathe!!! (Focus Student)
Students also proved their ability to make connections and exhibit direct application of the concepts from the workshops into their academic and social lives. As shown in Phase Two's Description of Implementation and Results sections, students most connected with Workshop #3: Music for the Mind. Through a whole-class discussion, the everyday, mundane activity of listening to music was deemed second-nature to all but one of my students. The workshop provided the guiding framework behind the use of music. This helped shift students perspectives, viewing listening to music as an accessible strategy for stress reduction.
Deep Questions and Fierce Wonderings
Student participation in the workshops, particularly the student-led workshops of Phase Two, revealed many students’ ability to ask deep probing questions, as well as propose fierce wonderings about the concept of mindfulness. For example, a student who suffers with ADHD and excess energy struggled to remain focused and engaged during most of the workshops. He remained aloof during the workshops, often rustling with papers, distracting classmates or simply leaving the room during silent activities. This created a major frustration for me, as I feel he is one that would particularly benefit greatly from these different meditation techniques.
After the walking meditation workshop, this student asked a fascinating question:
Deep Questions and Fierce Wonderings
Student participation in the workshops, particularly the student-led workshops of Phase Two, revealed many students’ ability to ask deep probing questions, as well as propose fierce wonderings about the concept of mindfulness. For example, a student who suffers with ADHD and excess energy struggled to remain focused and engaged during most of the workshops. He remained aloof during the workshops, often rustling with papers, distracting classmates or simply leaving the room during silent activities. This created a major frustration for me, as I feel he is one that would particularly benefit greatly from these different meditation techniques.
After the walking meditation workshop, this student asked a fascinating question:
Is meditation, like, everything?
He went on to ask a classmate to Google the definition of meditation in order to gain a deeper understanding of the term. I shared with the students the meditation method of the mind as an unobstructed blue sky. I was excited for the opportunity to share this metaphor, as it is a relatable and accessible way to capture the concept of mindfulness.
Student: Oooh, so you see the clouds, do you just let them be?
Me: You see a cloud come by, you recognize that cloud, you say, “hey cloud, I see you, you suck, now I’ll move on. I accept your suckiness, cloud, I’m going to chose to let you pass".
Student: Yea, you suck cloud! We should use the laser cutter and make clouds with different things on it, like anxiety and stress and stuff, then tell them “You suck!”
Me: You know, it is just sitting in the present moment only focusing on one thing. This is what is happening, we can’t change what happened, but we can accept it in order to move on
His question opened up the dialogue for students to make meaning of meditation and mindfulness, applying methods on a practical and personal level. Students beginning to adopt an introspective practice, gaining the ability to identify and understand the feelings and emotions going on within themselves allows for students to control their behaviors, viewing themselves as agents of change and controllers of their own being as well as their interactions with others.
Mindful Musings for Phase Three
We concluded Phase Two three short days prior to the Exhibition at the end of the Spring semester. Two days later Summer break began, thus preventing the implementation of a Phase Three. Through Phases One and Two, my perspective as an educator and a yogi transformed. These amazing students helped to broaden my perspective of what meditation and mindfulness can look like in the classroom. With more time with these students, Phase Three would include the following:
Continue on our journey: We would continue on our journey into the concept of meditation and mindfulness.
More time for application: Both phases laid the groundwork. The student-led workshops unearthed an important notion: Meditation can be anything, as long as it works for you. Phase Three would include dedicated time for students to apply their methods. I would continue to collect data through the same methods as Phase One and Phase Two.
More opportunities for open discussions: The workshops, particularly those of Phase Two, created openness in the classroom. Students sharing their personal methods helped to create a strong sense of community. Phase Three would include more small group discussions, encouraging all students to share their methods.
To continue on to my Conclusions, please click here
To go back to Phase Two, please click here
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Continue on our journey: We would continue on our journey into the concept of meditation and mindfulness.
More time for application: Both phases laid the groundwork. The student-led workshops unearthed an important notion: Meditation can be anything, as long as it works for you. Phase Three would include dedicated time for students to apply their methods. I would continue to collect data through the same methods as Phase One and Phase Two.
More opportunities for open discussions: The workshops, particularly those of Phase Two, created openness in the classroom. Students sharing their personal methods helped to create a strong sense of community. Phase Three would include more small group discussions, encouraging all students to share their methods.
To continue on to my Conclusions, please click here
To go back to Phase Two, please click here
To return to my Action Research Homepage, please click here