Mindful Me MattersIntegration of Mindfulness into the Classroom

By Allana Beaton & Fredrik de Grave

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Introduction

Research idea

Rationale

Hypothesis

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Definition Mindfulness

Mindfulness means paying attention in a particular way;

On purpose,in the present moment, andnonjudgmental.

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Mindfulness Based Stress Reduction

Originally developed in the late 1970s as an 8-week group intervention, for people experiencing a range of medical problems including chronic pain, within a university-based medical center by Jon Kabat-Zinn and Saki Santorreli.

The significant and continued growth in the empirical research base investigating MBSR with adults includes management of chronic pain, stress, anxiety, psoriasis, eating disorders, fibromyalgia, substance abuse and with cancer patients.

Why is Mindfulness important? Better focus and concentration Increased calmness Decreased stress & anxiety Enhanced health Improved impulse control Skillful ways to respond to difficult emotions Increased self-awareness Increased empathy and understanding of others breakingmuscle.com

Research questions and variables 

Research question:What is the effect of mindfulness training on students' performance and self-awareness?

Independent Variable: Mindfulness Training.

Dependent Variable ( Quasi Experimental): ◦ Performance – Criteria A – Knowledge &

Understanding assignments◦ Self awareness – “Mindful Me” Scale

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Review of literatureWhat is Mindfulness?

Meiklejoin et al (2012) says: “The intent is not to get rid of thoughts, feelings, or sensations. Rather, it is to cultivate a clearer awareness of direct moment to moment experience with acceptance and a kindly curiosity which is not obscured by judgments about the experience” (p. 2).

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Review of literature (Continued..)

Why Mindfulness into the Classroom?

Meiklejoin et al (2012) suggest: “The intent is not to get rid of thoughts, feelings, or sensations. Rather, it is to cultivate a clearer awareness of direct moment to moment experience with acceptance and a kindly curiosity which is not obscured by judgments about the experience” (p. 2).

Greenberg et al (2001) says: “Research has consistently found a positive correlation between measure of children’s social and emotional skills (e.g. emotional regulations) and measures of later psychological health” (p. 35).

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Review of literature (Continued..)

How Can We Integrate Mindfulness in the Classroom?

Hooker and Fodor’s (2008) suggest: “The answer is to start out simple and small and build up naturally as time goes on”.

And Kabat –Zinn (2014) said: “What truly makes mindfulness work is love. If the teacher holding the class is profoundly in love with what they are doing and with the people in the class in a fundamental way. It will work”

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Research Process

2 Group Pre/ Post Test Group Design

Our research design will include 2 groups, one experimental; one control.

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Intervention2 Group Pre/Post Test Group Design

Comparison of two grade 6 visual arts classes, one test group and one control group

The experimental group will benefit from mindful training the control group will not

10 minute Mindful strategy at beginning of class

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Description of your sample (1)Ethnic Breakdown

6B: *class to receive the intervention 6E: *Comparison class

Demographic

# of students

Qatari 9

Egyptian 1

Iranian/ British

1

Venezuelan 1

Bahraini 1

British 1

Canadian 2

New Zealander

2

Bangladeshi 1

Latvian/ American

1

Total 20

Demographic

# of students

Qatari 10

Palestinian 5

Lebanese 1

Syrian 1

Jordanian 2

Pakistani 1

Total 20

Description of your sample (2)

Covenience Sample, we used Allana’s Grade 6 (B&E) Visual Art

classes to collect our research

Age Range 11-12 years old

Other important Characteristics:

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Location:

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Data collection Matrix 

Dependent variable measurements

Students Parents Teachers

Performance Rubric - research questions

Grades

Self awareness Pre/ Post term likert scale

- Observation Tally sheet- Anecdotal records

Threats to Validity

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Strategies we used in 6 weeks

The effect on Performance Awareness

Pre “Mindful Me” Survey

Post “Mindful Me” Survey

Measuring Attitude  Likert Scale “Mindful Me” Pre and Post questions:

What is the effect of mindfulness training on students' performance and self-awareness?1. I contribute to art class.2. I am aware of how I learn in art.3. I am aware of how I organize my materials in class.4. It is important to me that I help my classmates.5. It is important to me that I finish my assignments.6. It is important to me that I do well in art.7. It is important to me that I improve my art skills.8. I am aware of my time management during class.9. I am aware that reflection improves my work.10. I am aware of the expectations of the research assignments.

Please click on the link to see our "Mindful Me" scale questionnaire.Mindful Me Scale questionnaire 

Measuring Self-awarenessRating Likert Scale

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3

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Results: Self-awareness

Class 6E Control group gain or change vsClass 6B Experimental gain or change score.

The unpaired t test showed that the self-awareness of the experimental group did not improve significantly more than those of the control group (t=0.1154, df=38, p=0.9088).

Self-awareness Scores

Grou

p

Control Group

(6E)

Experimental Group

(6B)

Mean 0.65 0.55

SD 2.60 2.87

Self-awareness Mean ScoresControl vs Experimental

Control Experimental05

10152025303540

PrePost

Intervention Pre test results Post test results

Control 33 33,55

Experimenta

l 34,05 34,7

Performance: Knowledge & Understanding MYP – Criteria A

Claude Monet Georgia Totto O'Keeffe

Artist Research & Colour Theory

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Results Performance

Class 6E Control group gain or change vsClass 6B Experimental gain or change score.

The unpaired t test showed that the performance of the experimental group did not improve significantly more than those of the control group (t=0.5416, df=38, p=0.5913).

Performance Scores

Grou

p

Control Group

(6E)

Experimental Group

(6B)

Mean 0.05 -0.45

SD 3.12 2.70

Performance Mean ScoresControl vs Experimental

Control Experimental0

1

2

3

4

5

6

7

PrePost

Intervention Pre test results Post test results

Control 4,25 4,3

Experimenta

l5,8 5,35

Discussion• The quantitative analyses did not show any statistically significant change in their self-awareness or academic performance.

• However the qualitative analyses points more towards improved focus and concentration on specific art activities explored by the study.

Student Artwork

6E- Control Group 6B- Experimental Group

Actions• Discuss and share our action research with other teachers and administrators;• Start Action Research with focus on art instead of written assignments;• Create a PD for teachers who want to try Mindfulness in their classrooms.

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References• Albert Einstein. (n.d.). Retrieved from

http://simple.wikiquote.org/wiki/Albert_Einstein#cite_note-1

• Boyce, B. (2014, February). No blueprint, Just love. Mindful, 35-41.

• Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: Mindfulness and

its role in psychological well being. Journal of Personality and Social Psychology,

84(4), 822-848. doi: 10.1037/0022-3514.84.4.822

• Greenberg, M.T., Domitrovich,C., & Bumbarger, B. (2001). The prevention of mental

disorders in school-aged children: current state of the field. Prevention &

Treatment, 4, 1-62.

• Hooker, K. E., PSY.D, & Fodor, I. E., PH.D. (2008). Teaching Mindfulness to Children.

Gestalt Review, 12(1), 75-91. Retrieved January 8, 2014, from

www.mindfuleducation.org/mindfulnessforchildren.pdf.

• Houlihan, J., & Bakosh, L. (2014, February). Mindful. Mindful, 12-13.

References(Continued…)• Kabat-Zinn, J. (1994). Mindfulness Mediation in Everyday Life. New York, NY: Hyperion.

• Mahatma Gandhi Quotes. (n.d.). Retrieved from

https://www.goodreads.com/author/quotes/5810891.Mahatma_Gandhi

• Meiklejohn, J., Phillips, C., Freedman, M. L., Griffin, M. L., Biegel, G., Roach, A., ...

Saltzman, A. (2012). Integrating Mindfulness Training into K-12 Education: Fostering

the Resilience of Teachers and Students. Mindfulness, 3(4), 291-307. doi:

10.1007/s12671-012-0094-5

• Pickert, K. (2014, February 3). The Mindful Revolution. Time.

• Schonert-Reichl, K. A., & Lawlor, M. S. (2010). The Effects of a Mindfulness-Based

Education Program on Pre- and Early Adolescents’ Well-Being and Social and

Emotional Competence. Mindfulness, 1(3), 137-151. doi: 10.1007/s12671-010-0011-8