Teaching Mindfulness to Year Sevens as Part of Health and Personal Development

Autor/in	Arthurson, Kathy
Titel	Teaching Mindfulness to Year Sevens as Part of Health and Personal Development
Quelle	In: Australian Journal of Teacher Education, 40 (2015) 5, Artikel 2 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Metacognition; Teaching Methods; Pilot Projects; Private Schools; Student Attitudes; Questionnaires; Interviews; Teacher Attitudes; Foreign Countries; Learning Activities; Scheduling; Records (Forms); Psychological Patterns; Health Promotion; Individual Development; Secondary School Students; Observation; Australia + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Teaching method; Lehrmethode; Unterrichtsmethode; Pilot project; Modellversuch; Pilotprojekt; Private school; Privatschule; Schülerverhalten; Fragebogen; Interviewing; Interviewtechnik; Lehrerverhalten; Ausland; Lernaktivität; Disposition; Formularsammlung; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Individuelle Entwicklung; Sekundarschüler; Beobachtung; Australien
Abstract	Recently the adoption of mindfulness or contemplative based approaches has escalated across many sectors, including in education. Proponents argue that mindfulness based teaching programs improve students' life skills, provide emotional balance, reduce stress and enhance classroom climate. To date though there is little evaluation or knowledge of how young people experience such programs introduced to classroom settings. This paper reports some key insights gained from an independent evaluation of a pilot mindfulness based teaching program implemented (over nine weeks) with a class of thirty, year seven students at a private school in Adelaide. The research methods incorporated a self-completed student questionnaire and Smiley Face evaluation sheets, interviews with teachers and classroom observations. The implications for teachers are about who should teach mindfulness in school settings, the sorts of curricula adopted, and recognition that a general school classroom is not an ideal space for conducting mindfulness-based activities. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01