Are daily mindfulness teaching strategies improving academic achievement for students in early childhood education in urban schools
Title
Are daily mindfulness teaching strategies improving academic achievement for students in early childhood education in urban schools
Creator
Smith, Kimberly
Description
Smith, Kimberly
In my seven years of teaching in an Urban setting I have seen many teachers struggle with classroom management while trying to teach a rigorous curriculum. This has caused many of my colleagues to leave teaching or leave urban education for a different setting. I become very interested in social emotional education after a very difficult year. I choose to read several books about the social emotional needs of my students and teaching to the lagging skills I was seeing in my classroom. I became to wonder if implementing more Mindful teaching strategies and brain breaks into my day would make for stronger classroom culture and in turn higher academic achievement. After the school I teach for made social emotional learning a priority and I saw success using some of these strategies I became thinking what more can we do to help students with lagging social emotional skills. That is how I can up with the research question, are daily mindfulness teaching strategies improving academic achievement for students in early childhood education in urban schools? I wanted to find more was to help our students and teachers in the urban education community serve the social emotion needs of the students. The finding showed a strong linked between the time doing the mindfulness breaks and academic achievement. There were two academic indicators to show growth in this study, a Core Knowledge Reading Assessment and Dynamic Indicator of Basic Early Literacy Skills progress monitoring test. Both indicators showed a strong correlation between learning these skills and academic achievement. As well as observational notes that showed as the research progress students were missing less instruction minutes and having less tantrums. Observations were made on specific student that had common lagging skills so that the information gained would be beneficial to many different teachers in urban education.
In my seven years of teaching in an Urban setting I have seen many teachers struggle with classroom management while trying to teach a rigorous curriculum. This has caused many of my colleagues to leave teaching or leave urban education for a different setting. I become very interested in social emotional education after a very difficult year. I choose to read several books about the social emotional needs of my students and teaching to the lagging skills I was seeing in my classroom. I became to wonder if implementing more Mindful teaching strategies and brain breaks into my day would make for stronger classroom culture and in turn higher academic achievement. After the school I teach for made social emotional learning a priority and I saw success using some of these strategies I became thinking what more can we do to help students with lagging social emotional skills. That is how I can up with the research question, are daily mindfulness teaching strategies improving academic achievement for students in early childhood education in urban schools? I wanted to find more was to help our students and teachers in the urban education community serve the social emotion needs of the students. The finding showed a strong linked between the time doing the mindfulness breaks and academic achievement. There were two academic indicators to show growth in this study, a Core Knowledge Reading Assessment and Dynamic Indicator of Basic Early Literacy Skills progress monitoring test. Both indicators showed a strong correlation between learning these skills and academic achievement. As well as observational notes that showed as the research progress students were missing less instruction minutes and having less tantrums. Observations were made on specific student that had common lagging skills so that the information gained would be beneficial to many different teachers in urban education.
Date
2019
Publisher
Alverno College
Extent
65 pages
Language
English
Format
PDF
Type
Text
Inquiry Project
Subject
Classroom management
Mindfulness in education
Social learning
Emotional intelligence
Rights
These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law.
Collection
Citation
Smith, Kimberly, “Are daily mindfulness teaching strategies improving academic achievement for students in early childhood education in urban schools,” Alverno College Library Digital Commons, accessed May 16, 2024, https://alverno.omeka.net/items/show/795.