Phase Two: Implementation
Phase Two took place over a period of two weeks, leading up to the school-wide Exhibition. Based on my Findings and Next Steps from the implementation of Phase One, Phase Two involved the class participating in student-led workshops, with students volunteering to share their personal methods of meditation and mindfulness in the form of a presentation and a practice application of the method. Students reflected on what helps to collect themselves when under stress, as well what activities they enjoy doing that always makes them feel better and ready to tackle the challenges life may throw at them. Through a class activity using small group discussions and share-outs, students engaged in informal conversations about their personal methods. After listening to their classmates' methods, students were allowed to pair up with a partner who shared similar interests in order to conduct the workshop together.
Students who chose to lead a workshop proposed their method to me via email, along with a brief description and explanation as to why they think this method works, following these prompts:
Students who chose to lead a workshop proposed their method to me via email, along with a brief description and explanation as to why they think this method works, following these prompts:
- A description of the activity: What does it look like?
- Why this method works for them personally
- Provide supporting evidence from studies to prove the efficacy of the method
- Lead the class in their method
Assessment Plan
I assessed students on their ability to make connections and direct applications from the student-led workshops to their academic and social lives. The data collection tools I used during Phase Two were similar to those of Phase One:
1. Sample student writing, discussion prompts, whole class self-report: I collected student writing samples throughout the implementation of Phase Two. These samples included student responses to discussion prompts provided by the students leading the workshops.
2. Tracking focus students, informal student conferences: Throughout Phase Two, I continued to track the same five focus students from Phase One. I began to track the leaders of the workshops as well. Data was collected from these students through informal student conferences and discussions.
3. Student Feedback Form: I used one Google Form in order to collect quantitative and qualitative data from the workshop leaders at the end of Phase Two.
4. Teacher Journal: I continued to maintain a teacher journal. This qualitative data was used to support my analysis of my subquestions, specifically the workshops' affect on students' self-perception, peer interaction during collaborative work, and the evolution of students' understanding and beliefs about the importance of the concept of mindfulness. I also continued to reflect on the impact of the student-led workshops versus the impact of the teacher-led workshops of Phase One. I was interested to determine what effect, if any, the student-led workshops had on students’ ability to connect to the methods when taught by a peer. I also continued to journal my personal experience through this process, reflecting on the effect the student-led workshops had on my perception of my students, as well as myself as a teacher, student and researcher.
1. Sample student writing, discussion prompts, whole class self-report: I collected student writing samples throughout the implementation of Phase Two. These samples included student responses to discussion prompts provided by the students leading the workshops.
2. Tracking focus students, informal student conferences: Throughout Phase Two, I continued to track the same five focus students from Phase One. I began to track the leaders of the workshops as well. Data was collected from these students through informal student conferences and discussions.
3. Student Feedback Form: I used one Google Form in order to collect quantitative and qualitative data from the workshop leaders at the end of Phase Two.
4. Teacher Journal: I continued to maintain a teacher journal. This qualitative data was used to support my analysis of my subquestions, specifically the workshops' affect on students' self-perception, peer interaction during collaborative work, and the evolution of students' understanding and beliefs about the importance of the concept of mindfulness. I also continued to reflect on the impact of the student-led workshops versus the impact of the teacher-led workshops of Phase One. I was interested to determine what effect, if any, the student-led workshops had on students’ ability to connect to the methods when taught by a peer. I also continued to journal my personal experience through this process, reflecting on the effect the student-led workshops had on my perception of my students, as well as myself as a teacher, student and researcher.
Description of Implementation
Workshop #1: Crafting Calmness
This student's initial proposal read as follows, "The activity that helps me relax when I'm stressed, especially if I have a big event that I am worried about, it some sort of creative creation. This could include either baking or making duct-tape wallets." Upon researching, I found an article called Craft to Heal: Taking Time Out to Pursue a Hobby Can Have Benefits for Your Body and Soul. Harvard's world-renowned mind/body expert Dr. Herbert Benson discusses the significant studies on the role crafting can play in de-stressing, creating a relaxation response. The student created a Prezi, explaining how crafting helps her to release energy, breaking the train of everyday thought through the repetitive nature of the activity.
This student's initial proposal read as follows, "The activity that helps me relax when I'm stressed, especially if I have a big event that I am worried about, it some sort of creative creation. This could include either baking or making duct-tape wallets." Upon researching, I found an article called Craft to Heal: Taking Time Out to Pursue a Hobby Can Have Benefits for Your Body and Soul. Harvard's world-renowned mind/body expert Dr. Herbert Benson discusses the significant studies on the role crafting can play in de-stressing, creating a relaxation response. The student created a Prezi, explaining how crafting helps her to release energy, breaking the train of everyday thought through the repetitive nature of the activity.
Workshop #2: Mindful Oasis: A Journey on the Oceanic Express
The second workshop was led by two students, both interested in using the beach as their meditation method. When prompted, the students shared the water and the sound of the waves were the main aspects of the beach that are associated with their meditation. I shared an article by Jeff Greenwald titled This is Your Brain on the Ocean, as well as Healing Properties of the Sea from Aqua for Balance. Both articles offer insight into the discovery of the sound of the ocean waves altering the wave patterns of the brain. These students created and shared a Prezi presentation seen below. They arrived outfitted in wetsuits and flippers, with beach chairs, zinc and boogie boards in order to "set the mood and create the ambience of the beach", as expressed by the workshop leaders.
The second workshop was led by two students, both interested in using the beach as their meditation method. When prompted, the students shared the water and the sound of the waves were the main aspects of the beach that are associated with their meditation. I shared an article by Jeff Greenwald titled This is Your Brain on the Ocean, as well as Healing Properties of the Sea from Aqua for Balance. Both articles offer insight into the discovery of the sound of the ocean waves altering the wave patterns of the brain. These students created and shared a Prezi presentation seen below. They arrived outfitted in wetsuits and flippers, with beach chairs, zinc and boogie boards in order to "set the mood and create the ambience of the beach", as expressed by the workshop leaders.
Following the Prezi, the students led the class in a brief meditation using a soundtrack of ocean waves.
Workshop #3: Music for the Mind
This student shared his love of music as a form of meditation during his workshop. His laid-back workshop matched his personality, casually talking with the class about the nontraditional use of instrumental music as meditation. "Many people think you can't," he says, "since it's not a traditional form and is more new age, but it really works". He discussed the effect music has on stimulating different sides of the brain, citing an article found on Wildmind: Buddhist Meditation. After a brief explanation of how and why music can be used for meditation, the student led the class in a five minute meditation using nontraditional hip-hop instrumental music while reading a meditation script.
This student shared his love of music as a form of meditation during his workshop. His laid-back workshop matched his personality, casually talking with the class about the nontraditional use of instrumental music as meditation. "Many people think you can't," he says, "since it's not a traditional form and is more new age, but it really works". He discussed the effect music has on stimulating different sides of the brain, citing an article found on Wildmind: Buddhist Meditation. After a brief explanation of how and why music can be used for meditation, the student led the class in a five minute meditation using nontraditional hip-hop instrumental music while reading a meditation script.
Workshop #4: Sweat it Out
The leader of this workshop is a member of the track team, an avid runner and self-proclaimed "exercise junkie". “With my excess energy and always fidgeting body,” he exclaims, “the best kind of meditation I have found for myself is exercise”. Upon proposal of his method, the student proclaimed he knew “all about endorphins and stuff”. I shared an Edutopia article titled Move Your Body, Grow Your Brain by Dr. Donna Wilson. This reading compares exercise to “Miracle-Gro for the Brain”, detailing the nerve growth stimulated in the brain through simple exercises and movement thought the school day. The student begins his workshop with a personal narrative, sharing the way exercise works for him on a daily basis. “It helps me sleep, tires me out and helps me relax better. It also helps me fall asleep faster and stay asleep longer”. His personal preference for exercise, aside from weight lifting, pushups and sit-ups, is going for a run. “If you’re angry before you exercise,” he shares, “usually by the end of it you’re just too tired to care about anything so you just kind of let go of any stress or anger”.
He goes on to explain exercise on a psychological level, referencing studies by the American Psychology Association proving exercise is an effective treatment for both depression and anxiety. “When you go through strenuous exercise,” he says, “your body releases endorphins, almost as a bandaid for the pain you feel when you exercise. But the endorphins stay around after, and you maintain this euphoria… This results in an enhanced mood. If you’re having a stressful day before, even a light amount of exercise like walking, you will generally feel better.” The student then led the class outside to participate in a brief exercise routine, involving pushups and burpies.
The leader of this workshop is a member of the track team, an avid runner and self-proclaimed "exercise junkie". “With my excess energy and always fidgeting body,” he exclaims, “the best kind of meditation I have found for myself is exercise”. Upon proposal of his method, the student proclaimed he knew “all about endorphins and stuff”. I shared an Edutopia article titled Move Your Body, Grow Your Brain by Dr. Donna Wilson. This reading compares exercise to “Miracle-Gro for the Brain”, detailing the nerve growth stimulated in the brain through simple exercises and movement thought the school day. The student begins his workshop with a personal narrative, sharing the way exercise works for him on a daily basis. “It helps me sleep, tires me out and helps me relax better. It also helps me fall asleep faster and stay asleep longer”. His personal preference for exercise, aside from weight lifting, pushups and sit-ups, is going for a run. “If you’re angry before you exercise,” he shares, “usually by the end of it you’re just too tired to care about anything so you just kind of let go of any stress or anger”.
He goes on to explain exercise on a psychological level, referencing studies by the American Psychology Association proving exercise is an effective treatment for both depression and anxiety. “When you go through strenuous exercise,” he says, “your body releases endorphins, almost as a bandaid for the pain you feel when you exercise. But the endorphins stay around after, and you maintain this euphoria… This results in an enhanced mood. If you’re having a stressful day before, even a light amount of exercise like walking, you will generally feel better.” The student then led the class outside to participate in a brief exercise routine, involving pushups and burpies.
Workshop #5: Walk it Off
This student and I previously engaged in a conversation regarding her method of walking and hiking, as detailed in the excerpt from my teacher journal included in the third finding of Phase One. “I love going for walks,” she says, “Just walk around and take the time to gather your thoughts always works for me”. Due to our previous conversation, this student did not formally propose her workshop, which unfortunately led to me not providing her any research to support her method.
Instead, she casually began her workshop with a personal account, sharing her experience with walking meditation over Spring Break. “When you’re in nature, your mind can wander, and you start getting creative about your life and what is inside of you at that moment.” She usually goes for walks in the morning with her dog. “I just go. When I’m stressed out, like I have all this homework to do, and these people are just so annoying, I’ll just go out and walk. When I get back, I always feel really happy. One, I just got my exercise, and two, I got that time to think by myself and gather my thoughts”. Following her brief introduction, the student led the class on a silent walking meditation outside around one square-block in the neighborhood outside of the school.
This student and I previously engaged in a conversation regarding her method of walking and hiking, as detailed in the excerpt from my teacher journal included in the third finding of Phase One. “I love going for walks,” she says, “Just walk around and take the time to gather your thoughts always works for me”. Due to our previous conversation, this student did not formally propose her workshop, which unfortunately led to me not providing her any research to support her method.
Instead, she casually began her workshop with a personal account, sharing her experience with walking meditation over Spring Break. “When you’re in nature, your mind can wander, and you start getting creative about your life and what is inside of you at that moment.” She usually goes for walks in the morning with her dog. “I just go. When I’m stressed out, like I have all this homework to do, and these people are just so annoying, I’ll just go out and walk. When I get back, I always feel really happy. One, I just got my exercise, and two, I got that time to think by myself and gather my thoughts”. Following her brief introduction, the student led the class on a silent walking meditation outside around one square-block in the neighborhood outside of the school.
Workshop #6: The Reading Rainbow: A Path the Calmness
This student's workshop proposal read as follows: “If I get stressed out or upset I usually escape to my room to read. It can't be super deep intellectual reading, something light, easy, and fun. It helps me take my mind off whatever's bothering me and by focusing on something else that is fun. Usually after reading for a bit I feel much better”. She was reticent to present this workshop, feeling her classmates would “get mad at” her for “making them read”. I encouraged her to share her method, as I knew several of her peers also use reading as a form relaxation. I shared an article from the UK Telegraph titled Reading Can Help Reduce Stress.
She hesitantly began her workshop with a disclaimer and apology for “making them read”. She shared facts from her research, showing that reading is proven to not only relax and relieve stress, but also encourages concentration, thinking and constructing meaning. “Concentrating on the literary world eases tensions in the muscles and the heart because you are being distracted”, she shared. She went on to explain a study conducted at the University of Sussex, proving that reading for six minutes can reduce stress levels by sixty-eight percent. “It has to be light and fluffy reading, though”, she laughs.
After her brief presentation, she laid out a collection of Archie comics on the desk, instructing all of her classmates to find something to read for the next six minutes. “This is more than merely a distraction,” she shares before starting the six-minute timer, ”but an active engaging of the imagination as the words on the printed page stimulate your creativity and cause you to enter what is essentially an altered state of consciousness”.
This student's workshop proposal read as follows: “If I get stressed out or upset I usually escape to my room to read. It can't be super deep intellectual reading, something light, easy, and fun. It helps me take my mind off whatever's bothering me and by focusing on something else that is fun. Usually after reading for a bit I feel much better”. She was reticent to present this workshop, feeling her classmates would “get mad at” her for “making them read”. I encouraged her to share her method, as I knew several of her peers also use reading as a form relaxation. I shared an article from the UK Telegraph titled Reading Can Help Reduce Stress.
She hesitantly began her workshop with a disclaimer and apology for “making them read”. She shared facts from her research, showing that reading is proven to not only relax and relieve stress, but also encourages concentration, thinking and constructing meaning. “Concentrating on the literary world eases tensions in the muscles and the heart because you are being distracted”, she shared. She went on to explain a study conducted at the University of Sussex, proving that reading for six minutes can reduce stress levels by sixty-eight percent. “It has to be light and fluffy reading, though”, she laughs.
After her brief presentation, she laid out a collection of Archie comics on the desk, instructing all of her classmates to find something to read for the next six minutes. “This is more than merely a distraction,” she shares before starting the six-minute timer, ”but an active engaging of the imagination as the words on the printed page stimulate your creativity and cause you to enter what is essentially an altered state of consciousness”.
Workshop #7: Calming Cuisine: A Journey into the Spiritual Depth of Food
This pair of students proposed their workshop for mindful eating. I shared an article from the New York Times, Mindful Eating as Food for Thought, shedding light on the Buddhist teachings of meditation taking on different forms. The students began the workshop of “mindful morsels” by encouraging their peers to “take it slow and enjoy every morsel, learn to savor and enjoy your food, because it is more relaxing than you may think”. They went on to describe their activity, which would involve eating French fries. They explain that French fries cause a release of dopamine in the body due to its’ fat content, as well as the vitamin B6 that contributes to overall well-being. “By popping a fry in your mouth, you’re instantly happy,”, they claim. Following the presentation, the students provided individual plates of French fries, and strawberries for those seeking a healthier option, which we ate in silence for a few moments.
This pair of students proposed their workshop for mindful eating. I shared an article from the New York Times, Mindful Eating as Food for Thought, shedding light on the Buddhist teachings of meditation taking on different forms. The students began the workshop of “mindful morsels” by encouraging their peers to “take it slow and enjoy every morsel, learn to savor and enjoy your food, because it is more relaxing than you may think”. They went on to describe their activity, which would involve eating French fries. They explain that French fries cause a release of dopamine in the body due to its’ fat content, as well as the vitamin B6 that contributes to overall well-being. “By popping a fry in your mouth, you’re instantly happy,”, they claim. Following the presentation, the students provided individual plates of French fries, and strawberries for those seeking a healthier option, which we ate in silence for a few moments.
Results
Workshop #1:
The majority of the students were engaged in the workshop, asking questions and participating in the demo activity, making duct tape wallets. The workshop leader dedicated an extensive amount of time and effort into researching and preparing for this presentation. As described in my teacher journal:
The majority of the students were engaged in the workshop, asking questions and participating in the demo activity, making duct tape wallets. The workshop leader dedicated an extensive amount of time and effort into researching and preparing for this presentation. As described in my teacher journal:
Her commitment to leading a workshop and passion for the activity was incredibly evident in her workshop. What a great way to kick off Phase Two.
Several students struggled at first to find connection between the activity and the act of meditation. As she continued to present her method in a very professional manner, providing a mix of both scientific reasoning and her own theories to support the efficacy of this method, these students were able to connect with her method by the end of the workshop.
The main takeaway from this workshop was the, “act of doing a task over and over again breaks the day of everyday thought and helps to release stress” (Student, 2014). The unifying thread that many students found in the following workshops was the concept of calming activities often including a repetitive action. While this is not the only characteristic of a calming, meditative method, the students have been able to make connections and direct application from the content of the workshops into their everyday lives.
Workshop #2:
Through personal observations as well as the exit slips distributed by the presenters, students were entertained and engaged during the workshop. After the three minute meditation to the sound of ocean waves, the workshop leaders asked their classmates two questions: 1, How did you feel prior to the presentation? 2, How do you feel now?
The main takeaway from this workshop was the, “act of doing a task over and over again breaks the day of everyday thought and helps to release stress” (Student, 2014). The unifying thread that many students found in the following workshops was the concept of calming activities often including a repetitive action. While this is not the only characteristic of a calming, meditative method, the students have been able to make connections and direct application from the content of the workshops into their everyday lives.
Workshop #2:
Through personal observations as well as the exit slips distributed by the presenters, students were entertained and engaged during the workshop. After the three minute meditation to the sound of ocean waves, the workshop leaders asked their classmates two questions: 1, How did you feel prior to the presentation? 2, How do you feel now?
Through student-created feedback forms, as well as classroom observations and whole-class discussions, I was able to determine many students enjoyed the ocean wave meditation, finding it "soothing". As detailed in my teacher journal:
The workshop leaders’ presentation attire and use of props was clever and incredibly entertaining. It brings me great joy to see my students enjoying class time. Their classmates clearly enjoyed this workshop. I do wonder, however, if they were able to form solid personal connections with this method, or if they were simply entertained by the amazing show put on by these two extroverted students.
Many students expressed their view of trips to the beach as a form of relaxation, though had never asked themselves why this method could serve as a form of meditation. Students also made connections between Workshop #1 and #2, wondering if the repetitive sound of the waves could also contribute to the calming effect.
Workshop #3:
The discussion following the music meditation revealed the large number of students who already use music as a form of meditation. These students, however, had not thought about this activity in this context. "I think I have always used music subliminally for relaxing and meditating, but to know there is a real reason for it is really cool", shared one student, as his classmates echoed his sentiment. Since completion of this workshop, I have noted an increase in the number of students using earbuds and listening to music while preparing for play rehearsals.
Workshop #4:
Roughly eight students, mostly male, along with myself, seriously participated in the activity. The majority of the class opted to play around on the grass instead. Though few students actually engaged in the exercise, most of the students were able to relate to this method. Ten of the fourteen students participating in this workshop admit to using exercise and movement as a way to de-stress. Following the workshop, one student declared, “exercise is my drug. When I run, I feel that euphoria, and nothing can go wrong.” The workshop proved valuable to those students who already use this method though lacked the reasoning as to why the method works.
Workshop #5:
As we made our way to the sidewalk, the majority of the students were giggling with their friends, excited about being outside in the sunshine during class time. However, once we began the walk, students walked single file, mostly in silence, for the roughly five-minute walk around the block. Below is an excerpt from my teacher journal following the workshop:
Workshop #3:
The discussion following the music meditation revealed the large number of students who already use music as a form of meditation. These students, however, had not thought about this activity in this context. "I think I have always used music subliminally for relaxing and meditating, but to know there is a real reason for it is really cool", shared one student, as his classmates echoed his sentiment. Since completion of this workshop, I have noted an increase in the number of students using earbuds and listening to music while preparing for play rehearsals.
Workshop #4:
Roughly eight students, mostly male, along with myself, seriously participated in the activity. The majority of the class opted to play around on the grass instead. Though few students actually engaged in the exercise, most of the students were able to relate to this method. Ten of the fourteen students participating in this workshop admit to using exercise and movement as a way to de-stress. Following the workshop, one student declared, “exercise is my drug. When I run, I feel that euphoria, and nothing can go wrong.” The workshop proved valuable to those students who already use this method though lacked the reasoning as to why the method works.
Workshop #5:
As we made our way to the sidewalk, the majority of the students were giggling with their friends, excited about being outside in the sunshine during class time. However, once we began the walk, students walked single file, mostly in silence, for the roughly five-minute walk around the block. Below is an excerpt from my teacher journal following the workshop:
I walked at the end of the line in order to ensure no stragglers, as well as to participate in the activity. I consciously had to shift my focus from monitoring the students and wondering if they are benefiting from the walk to actually engaging in the walking meditation. I tried to take this time to really enjoy the walk, to focus on my breath and the soft steps on the concrete. As we return to the classroom, I feel a weight lifted off of my shoulders, as I am left with a sense of refreshing calmness. I am pleased with the students taking this seriously, remaining in silence and giving walking meditation a chance.
When we returned to the classroom, we discussed the activity. Students were able to make connections between this workshop and the previous workshop on exercise, relating the benefits of the physical movement of walking to the vigorous exercise detailed in the “Sweat it Out” workshop. Students also connected this to the first workshop, again wondering if the repetitive action of walking plays a role in the calming effect.
Workshop #6:
Roughly half of the students pulled out their phones and tablets, while the remaining half, including myself, read one of her comic books. To her surprise, and my own, the room was nearly silent for those six minutes. The class was so involved in reading that we extended the timer and continued to read for another three minutes. One student shared that you can, “lose yourself in the author’s imagination”. This workshop was a success, providing students with a time-efficient and accessible method they could use, as well as providing the research and reasoning to support why the method works.
Workshop #7:
Following the activity, we discussed what we have learned from the exercise. Students were able to make connections between the workshop and their everyday life, recognizing the importance and benefit of slowing down to eat. “I think if we focus more on the taste and smell of the food instead of the stress we feel at school,” one student shared, “we would be a lot happier”. Students also referenced the Crafting Calmness workshop, again wondering if the repetitive motion of chewing mimics the repetitive motion of crafting.
Workshop #6:
Roughly half of the students pulled out their phones and tablets, while the remaining half, including myself, read one of her comic books. To her surprise, and my own, the room was nearly silent for those six minutes. The class was so involved in reading that we extended the timer and continued to read for another three minutes. One student shared that you can, “lose yourself in the author’s imagination”. This workshop was a success, providing students with a time-efficient and accessible method they could use, as well as providing the research and reasoning to support why the method works.
Workshop #7:
Following the activity, we discussed what we have learned from the exercise. Students were able to make connections between the workshop and their everyday life, recognizing the importance and benefit of slowing down to eat. “I think if we focus more on the taste and smell of the food instead of the stress we feel at school,” one student shared, “we would be a lot happier”. Students also referenced the Crafting Calmness workshop, again wondering if the repetitive motion of chewing mimics the repetitive motion of crafting.
Results: Workshop Leaders
At the end of Phase Two, I collected further data through the use of a Google Form to assess the leaders of workshops. The responses to these questions are as follows:
All five of the workshop leaders who responded found personally researching and leading a workshop helpful, as well as participating in their peers' workshops. Students willingness and fervor to share their method was evident in their well-planned and researched presentations. The majority of these students also expressed their affinity for Workshop #3: Music for the Mind.
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