Classroom Management - New England Council of Islamic Schools

Classroom Management:
Mindfulness—Creating a Calm and
Respectful Classroom
OCTOBER 3, 2011
S u s an E l i a s on , Ed. D.
A s s is t an t P r ofe s s or
Dep art men t O f El emen t ary A n d Earl y
C hi l dhood E d u c at i on
9 0 B u rri l l A v e n u e
H art H a l l R oom 121
B ri dge w a t e r S t at e Un i vers i t y
B ri dge w a t e r, M A 0 2325
s u s an .e l i a s on @bri dgew .edu
5 0 8 .5 31 .29 8 6
 How do I cultivate mindfulness?
 Can mindfulness training for pre-
service educators and classroom
teachers result in compassionate
classrooms for young children where
they can become competent in affective
as well as cognitive domains?
A calm mind reflects
 Emotional
 Management of emotions
 Reduces stress
 Focuses the mind
 Improves resiliency
 Cognitively
 Supports functioning necessary for development & learning
Supports Positive Classroom Management
Supports techniques of
the verbalization of
Positive Reinforcement, And
Opportunity to act intentionally
 What is your intention?
 How do you see your students?
 What is your body language?
 How often do you listen?
 How often do you speak?
 What are you listening for?
 What do you do when a student says “No”?
Mindfulness in the Classroom
Stillness practices
Creation Process Practices
Relational practices
Dialogues or Giraffe Council
Movement practices
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Adventures in Mindfulness: Simple Daily Mindfulness Practices
For Living Life More Fully and Joyfully. Boston: Shambhala
Publishing, Inc.
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Possibilities of Now. New York: HarperCollins.
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Expulsion and Suspension: Rates and Predictors in One State.”
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Grossman, P., L. Niemann, S. Schmidt, & H. Walach. 2004.
“Mindfulness-Based Stress Reduction and Health Benefits: A MetaAnalysis.” Journal of Psychosomatic Research, 57 (1), 35-43.
Hanh, T. N. 2011. Planting Seeds: Practicing Mindfulness with
Children. Berkeley, CA: Parallax Press.
 Hart, S. & V. K. Hodson. 2004. The Compassionate Classroom:
Relationship Based Teaching and Learning. Encinitas, CA:
PuddleDancer Press.
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York: Atria.
Jennings, P. 2011. “Mindfulness and Learning: What’s the
Jennings, P. A., & M. T. Greenberg. 2009. “The Prosocial
Classroom: Teacher Social and Emotional Competence in Relation
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Molnar, C. 2010. “Mindfulness Training Changes the Brain and
Builds Neuropsychological Resources.” The Pennsylvania
Psychologist Quarterly, 8 (11), 8.
 NAEYC. 2009. “Developmentally Appropriate Practice in
Early Childhood Programs Serving Children from Birth
Through Age 8.” Position statement. Washington, DC:
 Qi, C. H., & A. P. Kaiser. 2003. “Behavior Problems of
Preschool Children From Low-Income Families: Review of
The Literature.” Topics in Early Childhood Special Education,
23, 188–216.
 Schoeberlein, D. & S. Sheth. 2009. Mindful Teaching And
Teaching Mindfulness: A Guide For Anyone Who Teaches
Anything. Boston: Wisdom Publications.
 Shonkoff, J.P. & D. A. Phillips, eds. 2000. From Neurons to
Neighborhoods: The Science of Early Childhood
Development. A report of the National Research Council.
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 Sidelinger, T. 2004. “The Problem of Burnout among Early
Educators and how it may lead to Staff Turnover.” (Unpublished
master thesis. University of Maine, Farmington, ME).
 Smith, B. J., & L. Fox. 2003. “Systems of Service Delivery: A
Synthesis of Evidence Relevant to Young Children at Risk of or Who
Have Challenging Behavior.” Center for Evidence-based Practice:
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 Whitebook, M. & L. Sakai. 2003. “Turnover Begets Turnover: An
Examination of Job and Occupational Instability among Child Care
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 Willard, C. 2010. Child’s Mind: Mindfulness Practices to help our
Children be More Focused, Calm, and Relaxed. Berkely, CA:
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