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Teachers Tuning In
Patricia Jennings explains how a new program is bringing the benefits of
mindfulness to the classroom.
©woodley wonderworks
“How’s it going?” I asked Susan during our follow-up phone coaching session. A
second-grade teacher, Susan had recently completed the first weekend of the
Cultivating Awareness and Resilience in Education (CARE) mindfulness-based
teacher professional development program, and had begun practicing bringing a
more mindful approach to her teaching.
“Wow!” she said, “I was amazed this week. Instead of raising my voice, I tried
taking a deep breath and calming myself down. I can’t believe how well this
worked. The kids actually began to calm down too.” Over the past three years, I’d
heard similar stories from teachers applying CARE to their interactions with their
students.
CARE, a federally-funded research project being conducted by the Pennsylvania
State University, in collaboration with the Garrison Institute, couldn’t have come at
a better time. With budget cuts and the increasing demands of high-stake testing,
teachers’ stress is at an all-time high. Add a growing number of students with
emotional and behavioral problems to that equation and it isn’t hard to see why
teachers are having a rough time. In fact, nearly 50 per cent of teachers leave the
field within their first five years. The National Commission on Teaching and
America’s Future (2007) estimates this attrition costs U.S. public schools more
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than $7 billion per year.
A mindfulness-based approach may be exactly what they need to help them
manage the emotional stress and to be better teachers. Research has shown that
increased levels of mindfulness are associated with improvements in psychological
functioning across many domains. Mindfulness enhances self-regulatory processes
that buffer against psychological distress and promote general well-being and
compassion for self and others.
Mindfulness may help teachers provide emotional support to students.
Mindfulness is associated with perspective taking and empathetic responding,
relatedness and interpersonal closeness, and rumination, emotion
communication, and anger management. Therefore, mindfulness may help a
teacher be more responsive to individual students and to recognize “teachable
moments” more frequently.
Teaching is an extremely emotionally-demanding profession. Fortunately, studies
show that mindfulness-based interventions may promote resilience and reduce the
emotional exhaustion that precedes burnout. This may promote enjoyment of
teaching and help teachers maintain their commitment to the profession and their
care and compassion for their students.
Mindfulness-based interventions promote psychological flexibility, and the ability to
reflect upon one’s internal and external experience from a broader perspective,
which provides a wider variety of interpretations of and responses to stressful
situations. As a result, such interventions may be ideally suited to help reduce
teachers’ tendency to make automatic, reactive appraisals of student behavior that
contribute to emotional exhaustion and support a mental set associated with
effective classroom management.
Mindfulness may also support reflective practice. In his book Mindsight, Dr. Daniel
Siegel compares the experience of reflection as a tripod with three “legs” of
openness, observation and objectivity. Openness allows us to accept things as they
are rather than focusing on how things “should” be. Observation is the ability to
notice what is happening while it is occurring, allowing us to disengage from
automatic behaviors and habitual reactivity. Objectivity allows us to experience a
thought or a feeling without getting swept away by it. These three dimensions
support a reflective approach to teaching.
While still in the preliminary stages of the research, CARE has demonstrated
promising results. In previous evaluation studies, teachers reported that the
intervention improved their awareness and acceptance of emotional states. This
helped reduce work stress and helped them respond, rather than react, to
challenging student behavior, which improved the classroom climate. Many
reported improvements in the relationships with their students, the kids’ parents,
and co-workers as well.