1. A study examined the effects of 5-7 minutes of weekly mindfulness practices on perceived stress levels in 44 student teachers.
2. Results found that mindfulness practices were associated with reduced perceived stress over time and that students saw benefits like relaxation, focus, and stress management.
3. The study suggests mindfulness practices could help address teacher stress and be incorporated into teacher education as a contemplative pedagogy approach.
This document discusses effective classroom management. It defines classroom management as organizing students, space, time, and materials to facilitate instruction and learning. Key aspects of effective classroom management include establishing clear expectations, professionalism, credibility, and values. The document contrasts effective teachers who manage their classrooms through involvement and clear expectations, with ineffective teachers who merely discipline students.
Classroom management is closely linked to issues of student motivation, discipline, and respect. It has behavioral, physical, and personal aspects. Behaviorally, the teacher must plan lessons for all students, implement a positive reward system, and be proactive rather than reactive. Physically, the classroom arrangement and noise levels must support teaching and learning. Personally, the teacher must have good character, be open-minded, impartial, respectful, emotionally stable, and conduct self-analysis. Proper classroom management involves effectively planning, organizing, leading, and evaluating the teaching and learning process.
Assignments play a major role in the teaching and learning process as supplemental work for students to do independently outside of the classroom. Effective assignments motivate students, clear up misunderstandings, and develop insight on topics covered in class. When preparing assignments, teachers should make sure tasks are clear, concise, and correlate with students' previous knowledge and interests. Assignments work best when planned cooperatively between teachers and students, and on a weekly basis rather than daily or monthly. Different types of assignments include preparatory, study, revision, and remedial work.
This document discusses using assignments as a teaching aid. It notes that assignments allow students to develop and demonstrate their knowledge, and are also used for assessment. The goals and expectations of assignments should be clear to students. Assignments should challenge students without overwhelming them. There are different types of assignments like home assignments and college assignments. Assignments provide opportunities for self-learning, flexibility in learning pace, and help students engage with their studies by increasing patience and endurance. Completing assignments well requires hard work and is an important part of higher education.
This document discusses effective classroom management strategies for teachers. It emphasizes the importance of establishing clear rules and procedures, explaining expectations to students, and maintaining an organized physical space to promote learning. Good classroom management is directly linked to student achievement and behavior, while ineffective strategies include making issues personal, getting angry, being sarcastic, or engaging in power struggles with students. Teachers should adhere consistently to outlined rules and consequences.
Classroom management is cited as one of the most serious obstacles to effective teaching and a common reason for teacher burnout. Effective classroom management is directly linked to student achievement, teacher efficacy, and behavior. It requires teachers to create a well-planned, organized learning environment with clearly understood rules and high expectations for student behavior. In contrast, ineffective management leads to loss of control and can negatively impact student learning. Researching classroom management strategies and their impact can help teachers improve and maintain control of their classrooms.
Traditional assessments measure abilities using multiple choice and true/false questions, while authentic assessments use real-world situations. Authentic assessment can be designed by teachers or collaboratively to measure meaningful accomplishments beyond just knowledge. Assignments are an important teaching technique that guide self-learning, writing, and report preparation. They have various functions including setting learning goals, stimulating thinking, and developing regular study habits. While homework is controversial, some research links it positively to achievement when assignments include meaningful, higher-level thinking and flexible grading policies are used.
Mastery learning is an educational approach that breaks content into units with specific learning objectives. Students must demonstrate mastery of content at an 80% level on assessments before advancing to new material. Those who do not meet the standard receive additional support through tutoring, peer work, or homework until they reach mastery. The approach was pioneered by Benjamin Bloom in the 1960s and aims to adapt individualized instruction methods for classroom settings. Research shows mastery learning can lead to five months of additional learning per year compared to traditional instruction, though effects vary. It is most effective when students work collaboratively in groups and at their own pace, rather than as a whole class.
This document discusses effective classroom management. It defines classroom management as organizing students, space, time, and materials to facilitate instruction and learning. Key aspects of effective classroom management include establishing clear expectations, professionalism, credibility, and values. The document contrasts effective teachers who manage their classrooms through involvement and clear expectations, with ineffective teachers who merely discipline students.
Classroom management is closely linked to issues of student motivation, discipline, and respect. It has behavioral, physical, and personal aspects. Behaviorally, the teacher must plan lessons for all students, implement a positive reward system, and be proactive rather than reactive. Physically, the classroom arrangement and noise levels must support teaching and learning. Personally, the teacher must have good character, be open-minded, impartial, respectful, emotionally stable, and conduct self-analysis. Proper classroom management involves effectively planning, organizing, leading, and evaluating the teaching and learning process.
Assignments play a major role in the teaching and learning process as supplemental work for students to do independently outside of the classroom. Effective assignments motivate students, clear up misunderstandings, and develop insight on topics covered in class. When preparing assignments, teachers should make sure tasks are clear, concise, and correlate with students' previous knowledge and interests. Assignments work best when planned cooperatively between teachers and students, and on a weekly basis rather than daily or monthly. Different types of assignments include preparatory, study, revision, and remedial work.
This document discusses using assignments as a teaching aid. It notes that assignments allow students to develop and demonstrate their knowledge, and are also used for assessment. The goals and expectations of assignments should be clear to students. Assignments should challenge students without overwhelming them. There are different types of assignments like home assignments and college assignments. Assignments provide opportunities for self-learning, flexibility in learning pace, and help students engage with their studies by increasing patience and endurance. Completing assignments well requires hard work and is an important part of higher education.
This document discusses effective classroom management strategies for teachers. It emphasizes the importance of establishing clear rules and procedures, explaining expectations to students, and maintaining an organized physical space to promote learning. Good classroom management is directly linked to student achievement and behavior, while ineffective strategies include making issues personal, getting angry, being sarcastic, or engaging in power struggles with students. Teachers should adhere consistently to outlined rules and consequences.
Classroom management is cited as one of the most serious obstacles to effective teaching and a common reason for teacher burnout. Effective classroom management is directly linked to student achievement, teacher efficacy, and behavior. It requires teachers to create a well-planned, organized learning environment with clearly understood rules and high expectations for student behavior. In contrast, ineffective management leads to loss of control and can negatively impact student learning. Researching classroom management strategies and their impact can help teachers improve and maintain control of their classrooms.
Traditional assessments measure abilities using multiple choice and true/false questions, while authentic assessments use real-world situations. Authentic assessment can be designed by teachers or collaboratively to measure meaningful accomplishments beyond just knowledge. Assignments are an important teaching technique that guide self-learning, writing, and report preparation. They have various functions including setting learning goals, stimulating thinking, and developing regular study habits. While homework is controversial, some research links it positively to achievement when assignments include meaningful, higher-level thinking and flexible grading policies are used.
Mastery learning is an educational approach that breaks content into units with specific learning objectives. Students must demonstrate mastery of content at an 80% level on assessments before advancing to new material. Those who do not meet the standard receive additional support through tutoring, peer work, or homework until they reach mastery. The approach was pioneered by Benjamin Bloom in the 1960s and aims to adapt individualized instruction methods for classroom settings. Research shows mastery learning can lead to five months of additional learning per year compared to traditional instruction, though effects vary. It is most effective when students work collaboratively in groups and at their own pace, rather than as a whole class.
ROLE OF PARENTS AND TEACHERS IN OVERCOMING TEST ANXIETYsivavani1
Test anxiety is caused by pressure, fear of failure, and lack of preparation. It can be reduced by keeping exams in perspective, focusing on preparation over outcomes, using relaxation techniques, getting sufficient sleep, and seeking help from teachers and counselors if needed. Positive self-talk and viewing tests as learning experiences rather than competitions can also help lower anxiety.
This document discusses the meaning, importance, merits and demerits of assignments in social science teaching. It defines assignments as exercises given by teachers for students to complete outside of class. The document outlines different types of assignments and their purposes in enhancing learning. It provides characteristics of effective assignments and discusses their role in the teaching process. While assignments can help organize knowledge and prepare for exams, the document also notes potential demerits like overemphasis on facts and exam preparation over developing skills. Overall, the document presents an overview of assignments as an educational tool in social science classes.
This document discusses the backward design model for curriculum planning. It outlines the three stages of backward design as: 1) Identifying desired results by determining learning goals and assessment criteria, 2) Determining acceptable evidence of student learning, and 3) Planning learning experiences and instruction. The model is intended to help teachers clarify goals and focus teaching on achieving important learning outcomes. It suggests identifying desired results before planning instructional methods. Assessments should include culminating performances to demonstrate understanding of key concepts.
The document outlines 6 steps for successful research and assignment completion: 1) Define the task and questions to be answered, 2) Locate relevant information sources, 3) Select useful information to answer questions, 4) Organize notes taken, 5) Present findings effectively, and 6) Assess the completed work and one's own skills and knowledge gained. Following these steps will help students develop strong research, writing, and self-assessment abilities needed for further education and career success.
The document discusses the assignment method of teaching. It defines assignment method as allotting students theoretical or practical activities to complete individually or in small groups. The key points are:
- Assignments are divided into topics and allotted weekly/fortnightly/monthly depending on syllabus and time. Students must finish one before moving to the next.
- Assignments aim to realize teaching objectives while providing guidance for students. They develop skills like self-learning, writing, and report preparation.
- Benefits include recognizing individual differences, developing responsible habits, and giving students freedom in their work. However, it may not be suitable for all students and can promote cheating.
EDUCARNIVAL 2016 at IIT DELHI - Presentation by Ashwini Utkhade and Rohini Kh...Eduexcellence
This document discusses different types of assessment methods used in education. It describes formative assessment as being used for performance enhancement through methods like quizzes and tests, while summative assessment is used for overall performance evaluation. Some key elements of effective formative assessment mentioned are identifying learners' goals, increasing teacher-student conversations, providing timely feedback, and actively involving students. The document also provides tips for creating effective rubrics and factors that can inhibit or promote successful assessment.
1. Classroom Action Research (CAR) is a type of research designed to improve teaching quality and student achievement in the classroom. Teachers evaluate their teaching methods and plan improvements based on the results.
2. CAR begins with identifying problems in the classroom that are prioritized for solving. The product of CAR is an innovative instructional strategy to address the identified problems.
3. CAR involves repeated cycles of planning an instructional strategy, implementing it, observing its effects, and reflecting on the results to revise the strategy if needed. The goal is to develop a strategy that effectively solves classroom issues.
The document discusses four mastery techniques of teaching: Morrison, review, drill, and memorization. The Morrison technique involves five steps: exploration, presentation, assimilation, organization, and recitation to ensure mastery of a subject. Review aims to renew study of material from a new perspective. Drill focuses on automatizing facts, habits, or skills through repetition. Memorization is acceptable when coupled with understanding, but not as a meaningless routine.
This peer observation checklist is used to evaluate a faculty member's teaching of a course. The observer assesses whether the instructor clearly communicates the purpose of the class, uses examples to clarify materials, and engages students through a variety of activities. The checklist also examines if the instructor challenges analytical thinking, determines student understanding, and fosters interaction between students.
Backward design is an approach to curriculum development where teachers first identify the desired learning outcomes and then design assessments and lessons to achieve those goals. The process involves 3 stages: 1) identifying desired results by clarifying learning goals, 2) determining acceptable evidence of student understanding through culminating assessments, and 3) planning lessons and instructional experiences to equip students with required knowledge and skills to meet the defined objectives. This approach helps teachers focus classroom time on important concepts and assess whether students have truly understood the material.
This document defines research methodology and discusses different research approaches. It provides definitions for methodology and research approaches, including qualitative and quantitative research, which are used to provide rich descriptions or numerically describe phenomena respectively. The document also outlines different types of research - basic, applied, evaluation, action, non-experimental, and experimental - and provides examples of each.
Educational Technology and pedagogy techniques in Physical EducationJ. Priyanka
Educational Technology and pedagogy techniques in Physical Education
Responsibilities of a Teacher
Effective Teaching
Supervision
Motivation
Student Oriented Teaching
Planning
Methods
Class management
Other Duties
Teachers Role
Action research related to Classroom problemsSuman Saggu
This document provides an overview of action research related to classroom problems. It discusses that action research is a method for teachers to study problems in their classrooms to improve student outcomes. The key aspects covered include defining action research, its purpose in education, who it is for, the practical focus on immediate classroom problems, and the collaborative nature. It also outlines the typical process of conducting action research, including identifying problems, developing hypotheses, implementing interventions, analyzing data, and sharing results. Examples of potential areas of focus for classroom action research are also given.
Educational psychology examines all factors related to education and aims to increase the efficiency of teaching and learning. Educational psychologists develop effective teaching and learning methods, create intervention programs for exceptional children, and help develop students' personalities. They assess and minimize students' learning problems, focus on difficulties faced by slow, exceptional, and average learners, and design programs to improve motivation, study habits, and classroom environments. Educational psychologists also conduct psychological tests to provide guidance to students and address behavioral issues like learning disorders.
Teacher action research allows teachers to study their own classrooms to improve education quality and empower teachers. It helps teachers develop knowledge directly from their classroom experiences, promotes reflective teaching, and expands teaching methods. Teachers can then implement practices best suited to their students' needs based on the data collected. Overall, action research facilitates teacher empowerment to make informed decisions that can enhance student achievement and create more effective learning communities.
The document discusses the phases and stages of teaching according to Dr. Jackson. It divides the teaching process into 3 phases:
1. Pre-active phase (planning stage) which involves tasks like lesson planning, preparing materials, and assessing students.
2. Interactive phase (implementation stage) which is the actual classroom teaching and involves strategies and spontaneous responses.
3. Post-active phase (evaluation stage) which provides feedback to improve teacher and student performance through assessment of learning objectives and instructional methods.
The teacher wanted to increase the amount of English used in her classroom. She recorded her lessons and found that she used Bengali 50% of the time for classroom management, content explanation, and feedback. She then created a plan to reduce Bengali usage by preparing English expression flashcards. After several weeks of referring to the flashcards during lessons and recording her lessons, she found that her use of Bengali had reduced considerably.
Discover the power of mindfulness in the classroom for educators and students. Learn how to effectively reduce stress, improve attention, regulate aggression and increase learning through simple techniques you can use in your classroom today.
How the practice of mindfulness helps impart Holistic Education incorporating all the f our pillars as described in the UNESCO report " Learning The treasure within".
ROLE OF PARENTS AND TEACHERS IN OVERCOMING TEST ANXIETYsivavani1
Test anxiety is caused by pressure, fear of failure, and lack of preparation. It can be reduced by keeping exams in perspective, focusing on preparation over outcomes, using relaxation techniques, getting sufficient sleep, and seeking help from teachers and counselors if needed. Positive self-talk and viewing tests as learning experiences rather than competitions can also help lower anxiety.
This document discusses the meaning, importance, merits and demerits of assignments in social science teaching. It defines assignments as exercises given by teachers for students to complete outside of class. The document outlines different types of assignments and their purposes in enhancing learning. It provides characteristics of effective assignments and discusses their role in the teaching process. While assignments can help organize knowledge and prepare for exams, the document also notes potential demerits like overemphasis on facts and exam preparation over developing skills. Overall, the document presents an overview of assignments as an educational tool in social science classes.
This document discusses the backward design model for curriculum planning. It outlines the three stages of backward design as: 1) Identifying desired results by determining learning goals and assessment criteria, 2) Determining acceptable evidence of student learning, and 3) Planning learning experiences and instruction. The model is intended to help teachers clarify goals and focus teaching on achieving important learning outcomes. It suggests identifying desired results before planning instructional methods. Assessments should include culminating performances to demonstrate understanding of key concepts.
The document outlines 6 steps for successful research and assignment completion: 1) Define the task and questions to be answered, 2) Locate relevant information sources, 3) Select useful information to answer questions, 4) Organize notes taken, 5) Present findings effectively, and 6) Assess the completed work and one's own skills and knowledge gained. Following these steps will help students develop strong research, writing, and self-assessment abilities needed for further education and career success.
The document discusses the assignment method of teaching. It defines assignment method as allotting students theoretical or practical activities to complete individually or in small groups. The key points are:
- Assignments are divided into topics and allotted weekly/fortnightly/monthly depending on syllabus and time. Students must finish one before moving to the next.
- Assignments aim to realize teaching objectives while providing guidance for students. They develop skills like self-learning, writing, and report preparation.
- Benefits include recognizing individual differences, developing responsible habits, and giving students freedom in their work. However, it may not be suitable for all students and can promote cheating.
EDUCARNIVAL 2016 at IIT DELHI - Presentation by Ashwini Utkhade and Rohini Kh...Eduexcellence
This document discusses different types of assessment methods used in education. It describes formative assessment as being used for performance enhancement through methods like quizzes and tests, while summative assessment is used for overall performance evaluation. Some key elements of effective formative assessment mentioned are identifying learners' goals, increasing teacher-student conversations, providing timely feedback, and actively involving students. The document also provides tips for creating effective rubrics and factors that can inhibit or promote successful assessment.
1. Classroom Action Research (CAR) is a type of research designed to improve teaching quality and student achievement in the classroom. Teachers evaluate their teaching methods and plan improvements based on the results.
2. CAR begins with identifying problems in the classroom that are prioritized for solving. The product of CAR is an innovative instructional strategy to address the identified problems.
3. CAR involves repeated cycles of planning an instructional strategy, implementing it, observing its effects, and reflecting on the results to revise the strategy if needed. The goal is to develop a strategy that effectively solves classroom issues.
The document discusses four mastery techniques of teaching: Morrison, review, drill, and memorization. The Morrison technique involves five steps: exploration, presentation, assimilation, organization, and recitation to ensure mastery of a subject. Review aims to renew study of material from a new perspective. Drill focuses on automatizing facts, habits, or skills through repetition. Memorization is acceptable when coupled with understanding, but not as a meaningless routine.
This peer observation checklist is used to evaluate a faculty member's teaching of a course. The observer assesses whether the instructor clearly communicates the purpose of the class, uses examples to clarify materials, and engages students through a variety of activities. The checklist also examines if the instructor challenges analytical thinking, determines student understanding, and fosters interaction between students.
Backward design is an approach to curriculum development where teachers first identify the desired learning outcomes and then design assessments and lessons to achieve those goals. The process involves 3 stages: 1) identifying desired results by clarifying learning goals, 2) determining acceptable evidence of student understanding through culminating assessments, and 3) planning lessons and instructional experiences to equip students with required knowledge and skills to meet the defined objectives. This approach helps teachers focus classroom time on important concepts and assess whether students have truly understood the material.
This document defines research methodology and discusses different research approaches. It provides definitions for methodology and research approaches, including qualitative and quantitative research, which are used to provide rich descriptions or numerically describe phenomena respectively. The document also outlines different types of research - basic, applied, evaluation, action, non-experimental, and experimental - and provides examples of each.
Educational Technology and pedagogy techniques in Physical EducationJ. Priyanka
Educational Technology and pedagogy techniques in Physical Education
Responsibilities of a Teacher
Effective Teaching
Supervision
Motivation
Student Oriented Teaching
Planning
Methods
Class management
Other Duties
Teachers Role
Action research related to Classroom problemsSuman Saggu
This document provides an overview of action research related to classroom problems. It discusses that action research is a method for teachers to study problems in their classrooms to improve student outcomes. The key aspects covered include defining action research, its purpose in education, who it is for, the practical focus on immediate classroom problems, and the collaborative nature. It also outlines the typical process of conducting action research, including identifying problems, developing hypotheses, implementing interventions, analyzing data, and sharing results. Examples of potential areas of focus for classroom action research are also given.
Educational psychology examines all factors related to education and aims to increase the efficiency of teaching and learning. Educational psychologists develop effective teaching and learning methods, create intervention programs for exceptional children, and help develop students' personalities. They assess and minimize students' learning problems, focus on difficulties faced by slow, exceptional, and average learners, and design programs to improve motivation, study habits, and classroom environments. Educational psychologists also conduct psychological tests to provide guidance to students and address behavioral issues like learning disorders.
Teacher action research allows teachers to study their own classrooms to improve education quality and empower teachers. It helps teachers develop knowledge directly from their classroom experiences, promotes reflective teaching, and expands teaching methods. Teachers can then implement practices best suited to their students' needs based on the data collected. Overall, action research facilitates teacher empowerment to make informed decisions that can enhance student achievement and create more effective learning communities.
The document discusses the phases and stages of teaching according to Dr. Jackson. It divides the teaching process into 3 phases:
1. Pre-active phase (planning stage) which involves tasks like lesson planning, preparing materials, and assessing students.
2. Interactive phase (implementation stage) which is the actual classroom teaching and involves strategies and spontaneous responses.
3. Post-active phase (evaluation stage) which provides feedback to improve teacher and student performance through assessment of learning objectives and instructional methods.
The teacher wanted to increase the amount of English used in her classroom. She recorded her lessons and found that she used Bengali 50% of the time for classroom management, content explanation, and feedback. She then created a plan to reduce Bengali usage by preparing English expression flashcards. After several weeks of referring to the flashcards during lessons and recording her lessons, she found that her use of Bengali had reduced considerably.
Discover the power of mindfulness in the classroom for educators and students. Learn how to effectively reduce stress, improve attention, regulate aggression and increase learning through simple techniques you can use in your classroom today.
How the practice of mindfulness helps impart Holistic Education incorporating all the f our pillars as described in the UNESCO report " Learning The treasure within".
Buddhism teaches that all beings are worthy of compassion. While differences exist between people, we all share the same capacity for wisdom and goodness. By focusing on our shared hopes instead of what divides us, we can build understanding and make the world a little bit better.
Mindfulness Programs for Transition to Higher Education Rider University
Presentation from Rider University Mindfulness Symposium February 2017. Mindfulness and acceptance theory explained to help students transition to higher education.
Teacher burnout is a state of emotional, mental, and physical exhaustion caused by prolonged and excessive stress. It results in disengagement and blunted emotions, and can lead to depression and detachment from one's work. Nearly a third of new teachers leave the profession after just 3 years due to burnout. To avoid burnout, teachers should find a mentor, learn to say no, get plenty of sleep, try new activities outside of work, create realistic to-dos, talk positively with others, engage in professional development, and leave work at school.
Mindfulness is about paying attention to the present moment in a non-judgmental way. This document discusses an exercise where one examines a raisin in detail to practice being fully present, noticing sights, smells, and textures. It also mentions eating in a mindful way by paying attention to flavors and enjoying food without distraction.
This document introduces mindfulness and describes four types. It states that mindfulness is about activating the senses, sharpening awareness, living in the moment, and consciousness rather than thinking, zoning out, or emptying the mind. The four types are mindful-senses, intellectual mindfulness, emotional mindfulness, and spiritual mindfulness. Intellectual mindfulness involves tracking thoughts between past, present and future. Emotional mindfulness involves awareness of emotions and what triggers them. Spiritual mindfulness involves mindfulness, unconditional love, lack of attachments, and freedom through awareness of bodily sensations, thoughts, emotions, and sense of purpose.
Mindfulness originated from Eastern Buddhist practices and involves paying attention to the present moment in a nonjudgmental way. It has been incorporated into Western psychotherapy and can be developed through meditation practices. Mindfulness involves observing one's thoughts and feelings from a detached perspective without reacting or judging. Key concepts include non-judging, patience, trust, and acceptance. Mindfulness techniques have applications for stress, pain, addiction, and various mental health conditions and are taught through both formal meditation practices and informal exercises incorporated into daily life.
Guided mindfulness meditation - What is mindful meditation & how to do it Yvette Bordley
Mindfulness meditation guided mindfulness meditation for stress reduction, mbsr. Based on jon kabat zinn meditation techniques and mindfulness based cognitive therapy. Includes breathing meditation, meditation techniques, relaxation, insight meditation, vipassana meditation. Power point presentation on mindfulness plain english, free meditation guide. Mindfulness for beginners to help learn meditation and develop a mindfulness practice.
The document discusses mindfulness and provides several definitions and perspectives on it. Mindfulness is defined as paying attention to present experiences non-judgmentally. It does not require any religious beliefs and helps reduce stress and suffering. Research shows mindfulness can positively impact health by decreasing negative affect and increasing positive affect. It is incorporated into therapies like MBSR and MBCT. Developing a mindfulness practice through formal and informal techniques can have lasting benefits.
Angela peterson mastery learning final projectapeterson2011
Mastery learning is an instructional strategy that aims for all students to achieve lesson objectives with appropriate instruction and time. It combines tutoring and individualized instruction in a group format. The concept was introduced by John Carroll and fully developed by Benjamin Bloom, who found that nearly all students are capable of learning the same material to the same level of difficulty given sufficient time and quality instruction. Mastery learning involves formative assessments, individualized instruction, and ensuring students master basic material before moving to new topics through a cycle of review, instruction, practice, and feedback.
Curriculum Development
- Purita P. Bilbao, Ed.D.
- Paz I. Lucido, Ph.D.
- Tomasa C. Iringan, Ph.D.
- Rodrigo B. Javier, Ph.D.
Module I Lesson 3
Nature, Concepts and Purposes of Curriculum
A good showcase by Dr Dheeraj Mehrotra for all teachers to learn how to LEARN and then TEACH. Remember what we learnt once upon a time is no longer of DEMAND for the students. We need to know NEW to DELIVER in the classrooms of today.
Dr Steven S. Sexton
University of Otago
Dunedin, New Zealand
Education, Research & Development
6th International Conference
4–8 September 2015
Elenite Holiday Village, Bulgaria
www.sciencebg.net
The document discusses the key components of effective lesson planning. It outlines the standard stages of a lesson as introduction, statement of aim, development, recapitulation, consolidation, and conclusion. Each stage is described in 1-2 sentences. For example, the introduction aims to focus student attention and link to their background knowledge, while the development presents content in a logical order using various teaching methods and aids. Effective lesson planning is emphasized as important for organizing instruction and achieving learning objectives.
Observation is an important learning tool that can help teachers improve through feedback. As future English teachers, the authors want to use observation in their classrooms and eliminate any negative perceptions of the process. Effective observation involves a series of tasks to correctly observe, analyze data, and draw conclusions. It is important to note that observation takes significant time from preparation to presenting conclusions. Every observation should have a clear focus so the analysis leads to concrete results and teaching strategy improvements.
Practicum involves students gaining hands-on experience in their field of study. It allows theory to be put into practice through supervised real-world application. Practicum is an important part of teacher training, giving student teachers experience in managing a classroom, developing lesson plans, and receiving feedback to improve their teaching skills before full-time employment. The document outlines the roles and responsibilities of student teachers, cooperating teachers, supervisors, and coordinators to ensure a successful practicum experience.
"Evaluation of Reporters"
This document covers the evaluation of every reporter. There names, group no., title of the report, method they use, and the suggestion and recommendation to the group.
The document discusses various aspects of lesson planning and student motivation. It defines motivation and explores goal orientation and how goals can improve performance. It then examines goal setting, planning, and strategies for motivating students such as behavior tracking charts and challenge activities. The document also provides examples of lesson planning models including the 3Ps, 3-stage, 5E, ITB, and ESA models and recommends including objectives, methodology, presentation, practice, and production stages.
The document discusses various aspects of teaching including:
1. It defines teaching as a process that prepares students for learning and provides structure to enable productive learning.
2. It outlines the key roles of teachers as subject matter experts, pedagogical experts, excellent communicators, student-centered mentors, and assessors.
3. It discusses characteristics of quality teaching including a focus on student achievement, effective links between school and context, and pedagogy that promotes self-regulation and discourse.
The document provides information on lesson planning. It defines a lesson plan as a teacher's guide for teaching a lesson in an organized manner that includes the goal, method, and assessment. It discusses different approaches to lesson planning such as Herbartian, unit, evaluation, and project approaches. It also outlines the key components of different lesson plan formats including objectives, materials, presentation, and assessment. Finally, it identifies characteristics of good and poor lesson planning.
The document discusses different views of learners, learning, teachers, and classrooms from behaviorist, cognitivist, and constructivist perspectives. From a behaviorist view, the learner is passive and shaped by environmental stimuli and reinforcement. The teacher controls the classroom and determines what is right. In cognitivism, learning involves internal mental processes and reorganizing knowledge. The teacher facilitates understanding through questioning. Constructivism posits that learners actively construct knowledge through experiences; the teacher guides discussion and supports self-directed learning through modeling, coaching, and scaffolding.
This document provides information about lesson planning for teaching nursing students. It defines a lesson plan as a plan prepared by a teacher to teach a lesson in an organized manner. It discusses the origins and evolution of lesson planning, including its roots in Gestalt theory. It also outlines various components of an effective lesson plan such as objectives, content, teaching methods, and evaluation. Finally, it provides guidelines for student teachers to follow when developing and implementing their own lesson plans during teaching practice.
The document discusses effective classroom management strategies at the primary level in public schools. It states that classroom management refers to organizing students, space, time, and materials to facilitate learning. Key aspects of effective management include lesson planning, clear expectations, student engagement, and various teaching methods. The document also outlines approaches to classroom management like interventionist, noninterventionist, and interactionist and strategies to minimize management problems such as establishing rules and providing rewards and consequences.
The document discusses the lecture-cum-demonstration teaching method, which combines lecturing with hands-on demonstrations to impart both theoretical and practical knowledge to students in an engaging way. It outlines the steps to effectively plan and conduct lectures combined with demonstrations, and analyzes the advantages of making students active participants in their learning through this approach.
Teaching is a formal process that takes place in a classroom setting, where a teacher conveys knowledge and skills to students. The teacher aims to give students knowledge, pass on information, acquire skills, change attitudes, modify behavior, and provide life experiences. Effective teaching depends on how well the teacher performs their duties. It is a process that occurs between a teacher and students, where the teacher acts as a guide to help students learn and adjust to the world. Teaching involves planning, delivering instruction in the classroom, and evaluating learning.
The document discusses action research in education. It defines action research as research used by teachers and administrators to improve the quality of their decisions and actions. The key steps of action research are: 1) identifying a problem, 2) analyzing probable causes, 3) developing action hypotheses, 4) implementing an action program, 5) evaluating the program, and 6) following up and communicating findings. An example is provided of a math teacher who identified that some students could not solve problems independently. The teacher analyzed possible causes, developed an action plan to give original problems, and evaluated the results to test if the students abandoned copying habits.
The Teaching Learning Process: Intro, Phases, Definitions, Theories and Model...Monica P
(MST) The Teaching-Learning Process in Educational Practices
First set of report/discussion
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow.
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How to Fix the Import Error in the Odoo 17Celine George
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Main Java[All of the Base Concepts}.docxadhitya5119
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Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
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at Integral University, Lucknow, 06.06.2024
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The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
Just Breathe: Mindfulness Practices in Teacher Training
1. Neag School of Education Just Breathe: Mindfulness Practices in Teacher Training GNA Garcia [email_address] Department of Educational Psychology Cognition & Instruction Program
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4. James Alexander, a student at Piedmont Avenue Elementary in Oakland, CA, practiced being mindful, using a technique he learned in class. Brown, P. L. (June 16, 2007). In the classroom, a new focus on quieting the mind. The New York Times. Why Do I Care?
12. Mindfulness in Our Curriculum ( n = 15) Student Outcome f S. Agree Agree Experience pedagogical care 13 21.4% 71.4% Relax 13 40% 46.7% Stay motivated 10 6.7% 60% Focus 9 13.3% 46.7% Increase energy 9 13.3% 46.7% Learn 8 13.3% 40% Manage my stress 7 13.3% 33.3% They did not help me 3 6.7% 13.3%
18. Neag School of Education MUCHAS GRACIAS. GNA Garcia [email_address] Full paper available @ WWW.GNAGARCIA.COM Cognition & Instruction Program Department of Educational Psychology
Editor's Notes
The southbound train from Hartford abruptly halted 10 miles outside of Philadelphia. The conductor announced, “There is an obstruction on the track ahead. We will be holding our position until further notice.” Many passengers immediately started mumbling and grumbling. It was late, and everyone was trying to get to their respective destinations after a long day. Ten minutes later we heard, “The police and coroner are at the scene. We will keep you updated.” The news ignited a wave of tension throughout the train. Twenty minutes later as the conductor passed through the train frustrated and anxious passengers bombarded him with questions. “How much longer do we have to wait? Why don’t we switch tracks or get off the train and board another? When are we going to know what’s going on? What are you going to do for me if I miss my connection?” I struggle to describe how the mood on the train went from end-of-the-day drowsy to oppressively hostile and negative so quickly. I can only say I suddenly went from feeling at ease to feeling upset. I felt stressed. Spirit disturbed, heart heavy, and mind restless, I wondered to myself, “Why am I so affected by my fellow passengers’ responses to this situation?” The collective stress of the situation pressed upon my entire being; like a contagion, it poisoned my system with toxins which took days to work themselves out.
Months later, while planning the curriculum for a Learning Theories course I would facilitate that summer with preservice teachers, the educational landscape began to bloom with a wide variety of research and resources surrounding contemplative pedagogical practices and their effects on student learning and overall well-being.[i] At the time I was practicing contemplation and other mindfulness exercises on my own, however had not yet incorporated them into my pedagogy. As with many endeavors, it is the crisscrosses, connections, and coincidences of our lives that create new opportunities or if we are mindful, reframe existing ones—as was the case with the action research project I undertook with preservice teachers which explored the potential of incorporating mindfulness practices into our curriculum in an effort to lower their perceived stress. Why should we care? Why bother? – check out James. “ Take a breath” By Nick Street July 25, 2007, Lost Angeles Time Ideal Academy, a Washington, D.C., charter school that incorporates a 20-minute transcendental meditation program into each school day. 7 th graders In Southern California, the David Lynch Foundation is sponsoring start-up transcendental meditation programs at two publicly funded schools -- one in Inglewood and another in Sun Valley. From the onset of the project, I firmly believed, based on my experience on the train and countless others, that just as stress could be contagious, so could an opposite, enlivened state (e.g., harmony, ease, relaxedness, peace, etc.). I also believed that mindfulness, as a personal practice, had great potential to help future teachers cope with an intensely demanding career and what is commonly known as “teacher stress”
Before we get too far. “ Room full of sistas” by ernie barnes Testimony Bearing witness Public performance Individual experience Declaration of subjective truth
Stress refers to how the body responds to any number of physical or emotional stimuli (i.e., stressors); can be positive (i.e., eustress) or negative (i.e., distress). Teacher Stress is, “… a negative emotional experience being triggered by the teacher’s perception that their work situation constitutes a threat to their self-esteem or well-being” (Kyriacou, 2001, p. 28). Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review , 53 (1), 27-35. [1] Teacher stress was first so named and defined in the literature by Kyriacou in the 1970s who said teacher stress was “a negative emotional experience being triggered by the teacher’s perception that their work situation constituted a threat to their self–esteem or well–being” (Kyriacou, 2001, p. 28). In a call to action, the same author more recently entreated scholars and practitioners to pursue several pathways of investigation into teacher stress. Since Kyriacou’s (2001) call to action may researchers, within academia and beyond, took up the cause. Most recently, a five volume (and growing) series summarized an international body of on–going research on stress and coping in education (Gates, Wolverton, Gmelch, & Schwarzer, 2003–2008). Another mighty contribution to the literature on teacher stress came from Montgomery and Rupp (2005) who conducted a robust and comprehensive meta–analysis which included data from 65 studies about teacher stress conducted between 1998 and 2003. From the 65 studies reviewed 2,527 correlational effect sizes where found and then used to empirically test relationships between the operationalized constructs (e.g., personality, coping, burnout, etc.) and teacher stress. Based on their analysis, none of the correlations proved significant above a moderate level ( r = .40). The highest correlations reported were identified within the relationships between “external stressors” and factors including: burnout, r = 0.27; support variables, r = 0.26; personality mediator variables, r = 0.25; and emotional response variables, r = 0.25 (Montgomery & Rupp, 2005). The enormous scope and variability of research done on teacher stress arguably evidences the vast amount of variables which potentially interact with the construct, and the ongoing difficulty among researchers to operationalize and empirically measure the construct.
³Streeter. Tranquility gift. [i] Contemplative education is a pedagogy which incorporates mindfulness practices into the curriculum with the intention to nurture skills among students such as Deep attention and concentration, Emotional and cognitive awareness and understanding, Bodily awareness and coordination, and Interpersonal awareness and skills (Association for Mindfulness in Education, 2008). Mindfulness practices including silence, breathe, centering, journaling, etc. are the methods used by practitioners of contemplative education. The frequent and purposeful use of mindfulness practices as pedagogical tools to enhance academic performance and improve overall well–being lead to two types of effects, state (immediate changes during practice) and trait (changes that endure over time). According to research the state effects of mindfulness practice lead to physiological relaxation and slowed metabolism, a heightened self–awareness, and feelings of calm (e.g., Davidson et al., 2003; Geirland, 2006; Nitschke et al., 2005). Main trait effects include improved concentration, empathy, perceptual acuity, a drop in anxiety and stress symptoms, and more effective performance in a broad range of domains from sports and academic test taking to creativity (e.g., Gravois, 2005; Slagter et al., 2007; Tang et al., 2007). “ Mindfulness is not thinking, interpreting, or evaluating; it is an awareness of perception. It is a nonjudgmental quality of mind which does not anticipate the future or reflect back on the past. ² ” ²Association for Mindfulness in Education.
Weekly Intervention The first class meeting, which included a five minute general description of contemplative pedagogy and some of its reported positive outcomes for practitioners, was the only derivation from the regular weekly practice which occurred afterwards. In chronological order the six practices we employed were: 1. A Guided Relaxation (Rowe, 2007); an audio recording of full-body relaxation 2. Mindful breathing 3. Mindful breathing plus a music selection, All the People (Money Mark, 1998) 4. Writing prompt with verbal directions, “Write one word describing how you feel right now. Leave your pen on the page and work your way towards the bottom. Keep writing or drawing until I say stop.” After 5 minutes further verbal directions, “Now take one deep breath and write down, wherever you are on the page, one word describing how you feel right now.” 5. Mindful breathing plus silent meditation on the word “HOPE” [written on the board] 6. The Cube guided visualization (Gottlieb, 1995) ¹Cohen, S., Kamarck, T., & Mermelstein, R. (1983). A global measure of perceived stress. Journal of Heal and Social Behavior, 24, 385-396. The PSS is a 10–item, self–report instrument designed to measure the degree to which situations in one’s life are appraised as stressful. The PSS possesses strong statistical reliability and validity (Cronbach’s α ≥ .78, R2 ≥ 48.9%; Cohen & Williamson, 1988). A search of the literature did not yield any studies employing an electronic (or Internet based) version of the 10-item PSS; neither did a visit to Sheldon Cohen’s laboratory website at http://www.psy.cmu.edu/~scohen/index.html (Cohen being one of the original co-authors of the PSS). Herrero and Meneses (2004) however compared paper and pencil to web based versions of the 4-item PSS and found no statistically significant differences in Cronbach αs or factor analysis between the two formats (Internet version, N = 262, Cronbach α = 0.72; pencil and paper version, N = 268, Cronbach α = 0.68). CES = formative and summative evaluation of students experience w/ mindfulness– Mindfulness practices. The second measure used was a researcher–designed survey called the Contemplative Education Survey (CES). The CES was created and delivered electronically using SurveyMonkey two weeks after the completion of the intervention study. The survey included 13 multiple choice ranking and open–ended items. It was only administered to the Monday group; 15 of whom completed the survey. The CES was designed to gather insights into how the use of mindfulness practices may inform the pedagogy and personal well–being of the future teachers who made up the Monday group. I created the CES based on my unique experiences as the teacher-researcher conducting the interventions and orchestrating the action research study. The questions on the CES represent what I specifically wanted to know about the Monday group’s experience with contemplative pedagogy at the specific moment in time it was designed (one week after the term ended). The CES thus served three purposes including Collected the students’ general perceptions about mindfulness practices as a part of teaching and learning. Provided students an avenue for reflecting on their individual experiences with mindfulness practices in our class. Informed my critical reflection on the potential of adopting a contemplative pedagogy.
The mean PSS scores reported by the students fell within the range of average scores reported by Cohen, Kamarck and Mermelstein (1983) who conducted a nation-wide sample of adults ( N = 2,387, M = 13.02, SD = 6.35) and by Roberti, Harrington and Storch (2006) who collected their normative data from college students ( N = 285, M = 17.4, SD = 6.1). Mention norms of PSS; sd and variations in number over instances. Weeks three and six saw the Monday group’s response rate sink to a low of 10 (58.8%). The control group experienced its highest attrition rate during week five when only four individuals responded to the survey (about 14.8%). The Monday group’s stress peaked during week six ( n = 10, m = 17.70, sd = 8.71) the control group’s perceived stress was at its height during week three ( n = 15, m = 19.66, sd = 9.03). After inspecting all of the mean scores I noted the Monday group’s PSS scores, when compared to those of the control group, only differed more than a few points during weeks three and four. I conducted an unpaired t test to more closely inspect the difference between the PSS scores; neither pair proved to be statistically significantly different (see Table 3). NOTE: CLEARLY THE STORY TO TELL WAS NOT A QUANTITATIVE ONE; at least as stress was measured by the PSS. OWNED TO LACK OF VARIATION IN THE SAMPLE POPULATION PERHAPS OR THE REPEATEDNESS OF THE MEASURE– MORE ON LIMITATIONS LATER.
The item, written in the form of a sentence stem read, “In Learning Theories class, contemplative education practices helped me…” Based on a review of the literature I selected these potential outcomes. POINT #1: In Learning Theories class we covered theories of pedagogical care as discussed by Noddings (1992) and Wentzel (1997). Therefore when the students’ named either pedagogical care specifically, or care in relation to pedagogical practices, I assumed they were referring to the specific attributes of theories and not to caring for their pupils as they would for a loved one. Noddings (1992) suggested that caring teachers (a) model caring behavior to their students, (b) engage students in dialogues that Lead to mutual understanding and perspective taking, and (c) expect as well as encourage students to do the best they can given their abilities. (in Wentzel, p. 412). Caring relations and encounters in education The relational sense of caring forces us to look at the relation. It is not enough to hear the teacher’s claim to care. Does the student recognize that he or she is cared for? Is the teacher thought by the student to be a caring teacher? In a caring relation or encounter, the cared-for recognizes the caring and responds in some detectable manner. An infant smiles and wriggles in response to it mother’s caregiving. A student may acknowledge her teacher’s caring directly, with verbal gratitude, or simply pursue her own project more confidently. The receptive teacher can see that her caring has been received by monitoring her students’ responses. Without an affirmative response from the cared-for, we cannot call an encounter or relation caring. Noddings, N. (2005) 'Caring in education', the encyclopedia of informal education , www.infed.org/biblio/noddings_caring_in_education.htm. POINT #2: relax vs. increase energy
Stress relief. 2/3 responded they were either planning on taking action or exploring the possibilities of using mindfulness to deal with teacher stress. Four students ( P = 26.7%) reported they were considering it, but that it was not currently a priority, and one student asserted no interest at all. Given the opportunity to elaborate, through an open-ended question, how they planned to employ contemplative practice(s) as a way to relieve stress associated with teaching 10 students responded. The most common practice folks cited was deep breathing during times of peak stress. Several respondents associated mindful breathe with relaxation, regained focus, and reflection. One student noted of deep breathing, “I will do deep breathing, and try to exercise more often. I believe that this practice will help me relax and get more energy.” Another : I feel I do use deep breathing even now during the program [teacher training] to try to bring my stress level down when I feel it getting too high or out of control. I think I would employ contemplative practices on an as needed basis to deal with the stresses of teaching. I feel I would probably use the practices before I went to lunch, so I could regain energy and balance. Note: Exercise, including yoga, was mentioned by about half of the students as a practice they envisioned themselves using to deal with teacher stress. For example one wrote, Exercising regularly gives me the best opportunity to relax and reflect. Doing it on a regular basis is my goal. I already know how it makes me feel physically and mentally—better able to handle the challenges of being an educator. This finding matches the baseline measure because 52% of the study participants reported a desire to exercise on the GCSOS open-ended items collected during the pre-program orientation.
Contemplative pedagogy. 2/3 responded they were considering using mindfulness activities with their future pupils, but that it was not currently a priority. Four students reported a strong interest, while one student asserted that (s)he was not at all interested. ELABORATION: Relieving academic stress, especially related to tests and quizzes, Easing transitions between classes or learning activities, Bonding with students over healthy ways to deal with a common element of the human experience, i.e. stress, and Expressing pedagogical care. QUOTES: FOCUS ON STRESS I would employ contemplative practices if the stress or tension levels of the class seemed relatively high or if the class was having trouble focusing. I feel using contemplative practices can calm and refocus students by giving them a few minutes of down-time. I believe one of the most effective ways that I can incorporate it with my limited experience is to have students do deep breathing and/or guided relaxation at the beginning and end of each class. I think this would be a nice way for them to come into the classroom from the crazy hallway, etc. and get ready to focus on class especially in another language. I would use it before the kids take their exam. I know that before taking exams or quizzes, kids are usually stressed. This is when I will use contemplative practices in my pedagogy. FOCUS ON PEDAGOGICAL CARE: I see using various contemplative practices if I sense my students are feeling stressed out (e.g., after particularly difficult teaching/learning moments). I think my students will benefit from these techniques because it will show that I care about them. I would like to try to employ some of the practices in my classroom to teach students an alternative way to manage stress and to show them I care about their individual states of well-being. I enjoyed the deep breathing and relaxation, I think it is not only a healthy practice, but it shows the students that you understand that they might be overwhelmed and that you care. Finding that several students created a connection between pedagogical care and our mindfulness practices was not surprising because throughout the action research project I too felt we had made caring a “crucial part of the relationship between professor and student, rather than simply a virtue of the professor ” (Heuer, 2008, p.11). Thus we might imagine, as I hypothesized earlier, the feelings of good will our weekly practice wrought were indeed contagious—they spread and manifested among participants with similar intensity. [i] In Learning Theories class we covered theories of pedagogical care as discussed by Noddings (1992) and Wentzel (1997). Therefore when the students’ named either pedagogical care specifically, or care in relation to pedagogical practices, I assumed they were referring to the specific attributes of theories and not to caring for their pupils as they would for a loved one. Noddings (1992) suggested that caring teachers (a) model caring behavior to their students, (b) engage students in dialogues that Lead to mutual understanding and perspective taking, and (c) expect as well as encourage students to do the best they can given their abilities. (in Wentzel, p. 412). Caring relations and encounters in education The relational sense of caring forces us to look at the relation. It is not enough to hear the teacher’s claim to care. Does the student recognize that he or she is cared for? Is the teacher thought by the student to be a caring teacher? In a caring relation or encounter, the cared-for recognizes the caring and responds in some detectable manner. An infant smiles and wriggles in response to it mother’s caregiving. A student may acknowledge her teacher’s caring directly, with verbal gratitude, or simply pursue her own project more confidently. The receptive teacher can see that her caring has been received by monitoring her students’ responses. Without an affirmative response from the cared-for, we cannot call an encounter or relation caring. Noddings, N. (2005) 'Caring in education', the encyclopedia of informal education , www.infed.org/biblio/noddings_caring_in_education.htm .
Teacher Stress: Discourse of “I’m so stressed out!” 44,700 google; 3,950 in google scholar Not suggesting teaching cannot be stressful, or studying to be a teacher not stressful, but the research on stress, in particular research done by the Cohen labs using the PSS shows that there is no measurable difference b/t perceived stress and “stress” and stress is contagious i.e. “second hand stress” Neuroscientists, on Nature Proceedings by Nature publishing group 2008 Second-Hand Stress: Neurobiological Evidence for a Human Alarm Pheromone Alarm pheromones are airborne chemical signals, released by an individual into the environment, which transmit warning of danger to conspecifics via olfaction. Using fMRI, we provide the first neurobiological evidence for a human alarm pheromone. Individuals showed activation of the amygdala in response to sweat produced by others during emotional stress, with exercise sweat as a control; behavioral data suggest facilitated evaluation of ambiguous threat. On Mindfulness Thich Nhat Hanh (2006), the Vietnamese Zen Master, most apropos. He wrote, “We practice mindfulness in order to realize liberation, peace, and joy in our everyday lives. Liberation and happiness are linked to each other; if there is liberation, there is happiness, and greater liberation brings greater happiness. If there is liberation, peace and joy exist in the present moment” (p. 7). hooks called upon teachers to practice a holistic, “engaged pedagogy,” one that emphasizes well-being, of both teacher and student. To accomplish this feat, the teacher must be “whole” in the classroom, in other words being present and mindful. Furthermore she must lead teaching and learning events that invite her students to be equally whole (body, mind, and spirit); mindfulness practices being only one approach to enliven teaching and learning. I propose the kinship we feel with some students or classes, and not with others, is bound to how we bare witness to our whole selves learning wholeheartedly. Finding that several students created a connection between pedagogical care and our mindfulness practices was not surprising because throughout the action research project I too felt we had made caring a “crucial part of the relationship between professor and student, rather than simply a virtue of the professor ” (Heuer, 2008, p.11). Thus we might imagine, as I hypothesized earlier, the feelings of good will our weekly practice wrought were indeed contagious—they spread and manifested among participants with similar intensity. “ internalizing other people’s stress and taking it on as your own” e.g., kids, other teachers, peers, etc. People take on others’ stress to not deal with their own…issues, stress, etc.
A second limitation of the study with respect to the intervention group was the lack of follow-up. After the term was over the students had one week off prior to starting their second term of coursework. They then went straight into student teaching and are now in the midst of their final projects. Keeping up with the group as they moved through their program could have potentially produced valuable insights into the durability of the intervention. The attrition rate, specifically with the PSS, presented a general limitation to the study. The quantity of students taking the PSS each week varied as much as 80%. Although the weekly PSS scores never diverged more than a few points from the baseline, given the fluctuations in participation, it was easy for me to imagine students feeling extremely stressed out over the weekend and not filling out the PSS. Another potential limitation was the use of the same instrument several times within a short time span. Using the PSS seven times may have induced a threat to the internal validity of the instrument due to the participant’s familiarity with the scale including its content and the order of the items. Like most action research projects, this one began with one teacher wanting to make changes and/or improvements in her practice. Motivated by the desire to improve teaching and learning conditions and outcomes for myself, current and future students, I designed this multiple-measures intervention study. I explored preservice teachers’ perceptions of stress and the role of contemplative practices in teaching and learning. Ultimately, I gained a deeper understanding and appreciation for the mutually beneficial aspects, for myself and students, of incorporating mindfulness practices into my pedagogy.
Thelonius Monk once said, “Talking about music is like dancing about architecture.” Learning about teachers teaching is like teaching about learners learning. As teacher educators we do both all of the time… and like playing jazz, teaching teachers depends upon a body of known forms, the theory and domain knowledge we each endeavor to master. We also bring to the mix our unique life experience. When we combine the two, invite students to the jam session and start playing, the music we create resonates across space and over time—the tunes and rhythms, cacophony and symphony. I testify to our song through the story I my own and do so through the words of Parker Palmer (1998) who wrote, “The connections made by good teachers are held not in their methods but in their hearts—meaning heart in its ancient sense, as the place where intellect and emotion and spirit and will converge in the human self” (p. 11).
On my website you will find the full manuscript along w/ more tables if you are into statistical analysis. Also a thorough review of Cohen’s perceived stress scale –and my twitter feed!