“Mindfulness Means Paying Attention To The Present Moment

This includes qualities such as patience, professionalism, and being kind. It should be common sense that if you do not have patience you should not be teaching young children. They are going to be difficult to handle sometimes and if you can’t roll with the punches then you shouldn’t be there at all. It is the teacher’s job to keep them safe. To keep them safe they need a calm environment. As the teacher one sets an example. If one is cool, calm, and collected it can reflect positively through the children. “Our paramount responsibility is to provide care and education in settings that are safe, healthy, nurturing, and responsive for each child.” States NAECY’s Code of Ethical Conduct. Patience is the key.

According to research supporting using mindfulness techniques to decrease stress in students and health professionals has been done in support of the phenomena. Goodman et al. (2014), defines mindfulness as “mindfulness-based interventions teach tolerance and acceptance of negative thoughts, feelings and emotions” (p.339). Of

Some teachers have up to 30 plus students per class and up to 6 or more classes each day. This can pose a challenge with the teachers on how effectively they can work with students on a one-on-one level. Unfortunately, a situation can also arise in which the teacher does not necessarily bother with teaching students and are not bothered if they begin to fall behind.

It is important for a teacher to challenge disruptive behaviour immediately and consistently. I feel by trying to make lessons enjoyable and providing work that helps students to achieve minimizes disruptive behaviour. The use of good communication by the teacher can also be a useful tool. This includes the use of the voice, phrasing, eye contact and body language. For example, using an assertive tone when making a request or physically positioning yourself near disruptive students.

Mindfulness is an act of learning to direct one 's attention to their experience as they unfolds moment by moment, with open-minded curiosity and acceptance. Katherin (2012) states that mindfulness trains us to respond skilfully to whatever is happening at that moment, be it good or bad, rather than worrying about what has happened or might happen. Studies of brain imaging have shown that the structures and function of the brain is reliably and profoundly altered to improve the quality of both feeling and thought by mindfulness practice.

I believe that any graduating teacher that attempt to go into a classroom as a teacher must have a management strategy in place and completely organized before attempting any learning. Students will push our buttons and I feel it is important for the students to respect and fear the teacher because otherwise the students will gain complete control of the classroom. I cannot tell you how many times my CT had to hush the students and two minutes later she was hushing them again. Without classroom management all teachers will eventually

Sure we had the trouble makers in the classroom that would try to push the teachers buttons, but the teachers never really held a grudge against them. I feel this has reciprocated into my present day teaching. You never know what is going on with a student. If a student acts up constantly, maybe they have something on their mind. I try to treat everyday as a new day, giving the students a clean slate everyday.

Being Present 1. When I arrived to class I expected myself and my students to be fully present. If they were experiencing joy, sadness, a burden, I would have them share with the class before continuing on. This allowed my students to be focused on the now and not on what happened or will happen. An exercise that helped them accomplish this was to write something down that may be hindering them from being present and deposit it, without their name, into a classroom box. Temprarily, I was able to clear their mind and get them focused on what is happening now.

Some teachers might have a grudge against students and might cause violent situations. "Why am I trying to prevent someone from having a gun by giving a gun to someone else?" From my own experience, I have some teachers that don’t like me very much. Some kids in our grade our really bad in class and teachers don’t like them. Teachers may be pushed to the limit.

She then talks about study results of the program to demonstrate its effectiveness and benefits. Because there was a 60 increase in optimism in the class she was describing, she refers to it as "the optimistic classroom." Along those lines, aggression remarkably decreased, students were getting along better, and there was a drop in the rate of absenteeism. In addition, there were striking results involving the cortisol levels of participants. Children that were part of the MindUP program showed the ability to manage their cortisol levels, while the control group could not. Since cortisol is a stress hormone, this finding could have far-reaching effects in not only education, but in health care as well. Finally, a study showed that MindUP children

All participants in this study were fully aware that the study was to be scored. It is important to note that the students were also made mindful of the fact the caring scores generated during this study had no effect on their grade in the course.

The aspects of withitness, momentum and smoothness, group alerting, overlapping, and challenge arousal are all important when trying to reduce classroom misbehavior. The teacher’s ability to know what’s going on in all parts of the classroom at all times is essential and makes the students pay attention because they never know if the teacher is watching them. The factor of momentum and smoothness is also important because the teacher needs to get lessons started promptly, smoothly, and provide transitions. Other factors such as keeping students alert, actively involve in their learning, and holding students responsible for their learning helps classroom management.

There is increased interest toward mindfulness meditation, particularly in education. A number of school programs have emerged claiming improvements in the following areas: executive functions, prosociality, emotional regulation, and overall wellbeing (Broderick and Frank, 2014; Flook et al. 2010; Schonert-Reichl and Lawlor, 2010). Oddly, very few risks were reported in the studies. In a systematic review of twenty-four mindfulness-based school interventions, overall results show students either benefited from the interventions or gained no effect. Negligible negative effects were reported (Zenner, Herrnleben-Kurz and Walach, 2014). It is important to consider the identification and detection of undesirable outcomes, as well

Patient: When working with children you have to have an easygoing type of mindset. As a teacher it is important for the students to feel safe and children are very good at picking up on emotions, so if you come into your classroom stressed, they may be able to feel that causing tension in the classroom

This is a multi-part study. For Part 1, a literature review, which examines the types and benefits of mindfulness training in the workplace, is presented. The review begins by defining mindfulness then reviews and summarizes the extant research on mindfulness in the workplace, including discussion of the psychological and physiological benefits received from mindfulness training. Then, the focus turns to social mindfulness and empathy awareness, border theory and cultural intelligence theory as well as scales used in measuring mindfulness. Part 2 of the paper will describe the method and outcome of a survey-based study of the types of mindfulness training is currently used in the Tulsa business community.