Mindful Moment Room Research

The stress of college life can cause students anxiety and stress and can have a negative impact on their coursework, social life and even health. Through the practice of mindfulness, students can deal with their stress more effectively and live a healthier life while doing so. Seeing as college students are under a lot of stress, mindfulness can help them cope. A program in Malaysia called Mindful-Gym Programme to help medical students, experiments about mindfulness have helped college students and explored the long term effects of mindfulness in college students.

In a world full of contrast, nothing lies at more polar ends than detention and meditation. On one hand, students are forced to sit in uncomfortable desks and stare at the wall, while the other implements the use of plush floor pillows and calming essential oils. Fortunately, for the students of Robert W. Coleman Elementary School, staff have implemented a “Mindful Moment Room,” where misbehaving youth are sent to evaluate their improper actions. Here, they are able to breathe in the relaxing scent of lavender, stretch to relieve tension, lounge on yoga mats, and utilize deep breathing in order to calm down. Despite the room only having been in effect for a few years, the school has already noticed a

In the article “Instead of detention, these students get meditation”, Deborah Bloom of CNN.com writes about the Mindful Moment Room and its effects on students that attend Robert W. Coleman Elementary School. The Mindful Moment Room is the school’s meditation room where teachers send disruptive students instead of detention. The Mindful Moment Room is a “warm, brightly lit space strewn with purple floor pillows, yoga mats and the scents of essential oils.” In the room, kids are given the opportunity to stretch, do yoga and practice deep breathing that help them simmer down before returning to class. Most of the students that are disruptive and rowdy in class are the ones that are facing high-stress situations at home which cause strife at school.

The students of Robert W. Coleman Elementary school have found a new way of dealing with their problems. Robert W. Coleman Elementary has implemented what they call the “Mindful Moment Room,” a place where students are sent to think about their actions and decompress. As a result of this program, the school has seen less disciplinary referrals as well as less suspensions. Instead of simply punishing a child for unruly behavior, this program creates a positive outlet for children to target and understand the root of their actions.

I feel we live in an exciting time for psychotherapy, where people are more open than ever before to new therapies, and ancient traditions such as yoga, meditation, story telling are seen under a new light. The next article explores a fascinating anti-violence program with male prison inmates in Germany. The assimilation of Eastern traditions, such as meditation and martial arts, in our Western culture, has yielded interesting results. My clients have offered very positive feedback after working with mindful meditation and breathing techniques. I would very much like to see more anti-violence programs implemented not only in prisons but also in schools and communities in general. Of course, prison inmates are amongst the groups that need this

In this position, I independently taught fourth, fifth, and sixth-grade students with a primary focus on literacy skills and student empowerment. At Ruskin, nearly 50% of students are English as a Second Language students (ESL). Therefore, there are a variety of challenges to providing an equitable education for each student. Most of the Ruskin staff is fluent in Spanish and actively works to educate non-English speaking students to the same level as English-speaking students. For my class, our lessons focused on educating children about the inherent structures and institutions in-place that dynamically seek to disenfranchise and marginalize certain peoples. Fundamentally, empowerment was always embedded within our conscientious-raising curriculum. As a teacher, I diligently and meticulously worked to provide a classroom environment, as well as the resources to foster increased literacy skills and appreciation for reading, and media and material to promote cultural empowerment. Additionally, a fundamental component of the Miracle Makers’ mission is mindfulness education. Mindfulness education implements meditative strategies and thinking skills for children with the intention of mitigating impulsive and violent behavior. Through deep breathing exercises and with the use of careful intervention strategies in cases of violence or anger, mindfulness education transitions children from relying on instinctive and irrational thinking stemming from their amygdala and gradually directs children towards more logical and careful thinking deriving from their frontal lobe. Miracle Maker’s comprehensive focus on mindfulness is fundamental to the program and its success, considering Ruskin is situated in an area of frequent violence and desperate economic insecurity. It is

Classroom management in public schools has been a controversial issue over the years. Discovering a policy that guides students to behave in a positive way, while respecting school guidelines and procedures, has been a tough feat. As a result, many schools are moving away from the traditional methods of punishing students when violations occur, to an alternative process known as the restorative model. The restorative model addresses four components: the offender’s victim, what the victim needs in order to heal, a dialog created to mend the relationship between the victim and the offender, and a reflection that results in alternative responses to infractions that induces less destructive behaviors. This system idealizes reclamation and places

In order to distinguish mindfulness from presence, it can be helpful to see the way mindfulness effects presence. Mindfulness is a technique that can help to cultivate the experience of presence. Mindfulness is a method that provides a genuineness with one’s emerging experiences in a nonjudgemental and accepting way. Presence is the state achieved through mindfulness practice. Furthermore, mindfulness is primarily presented in the literature as an approach within an individual to work with their internal world, whereas presence is a relational stance that includes the therapist’s present-centered sensory attention in direct relationship to the client’s in-the-moment experience.

The Australian Science and Mathematics School (ASMS) is a coeducational public senior high school for Years 10 - 12 located in Adelaide, South Australia on the campus of Flinders University. ASMS provides opportunities for young people interested in science and mathematics to develop a long life passion for learning (ASMS portal, 2016). Mindfulness is a mental state achieved by focusing one's awareness on the present moment, while calmly acknowledging and accepting one's feelings, thoughts, and bodily sensations, used as a therapeutic technique (Reachout.com, 2016). It is the basic human capability to be fully present, alert of where we are and what we’re doing, and not excessively responsive or overcome by what’s going on around

God wants us to live in the present because of how, as Screwtape has said, an intersection of our time with eternity. What this means is that by being in the present, we realize how we are in the presence of God. Living in the Future means to focus of our own future well being while living in the present means to be grateful of the things that are and focus on not only our own well being but of others. Only in the present can we truly see God.

A parent might walk into a classroom in the middle of mindfulness moments and weep for joy. An entire classroom filled with silent, still, and reflecting teenagers might seem like a miracle, but that is far from how the students perceive it.

You have probably heard the phrase “to be mindful” at least once or twice in your lifetime. As familiar as it sounds, mindfulness is a concept many people seem to overlook despite it being an attribute they should seek. In everyday tasks, therein lies an array of small, subtle technicalities that highlight a significant moment. When we are unaware of the meaning of mindfulness is when we need to be mindful the most, because to be mindful is to be aware of all thoughts, all actions, all of the world— and if you are aware then you are able to view the world with vigor and perspective, encourage study and knowledge, and experience bliss and wonder.

I will be discussing my review on the book 10-Minute Mindfulness. I will be explaining the reasons why I chose this book for my review. I will also be discussing my two topics of interest: practice a loving-kindness meditation and Developing a mindful parenting plan. I have included my corroboration for the information on my topics in this paper. Lastly I will be discussing my practice application about my topics.

In order to decrease the amount of consequences that I need to utilize in my classroom, I will create a “take a break” procedure in my classroom environment. Students can personally refer or be referred (by me, para-educators, etc.) to take a break. The “take a break” area is a designated space, inside the classroom, when students can take time to ‘cool down’. A student may return when he/she appears/feels that he/she has regained control and is ready to participate in a positive way. Hopefully, this will act as

Being mindful is a skill that I have been working on most of my adult life. I struggle the most with this component. I am mindful of myself and show high levels of “self-monitoring”, however, I show more characters still lacking mindfulness. This is a component that my husband and I agree on that needs improvement. I can improve on this component by taking in more information and not being so narrow minded. IF I listen more to others and not always trying to get what I want across, I do believe that will be a great start in helping me become more mindful. I need to get out of my own head and see the bigger picture. Always keeping in mind that I am not the only one in a group of people. I do usually keep a check on my emotions and monitor others