As we get ready to head back to school for the new academic year, I am aware of a movement that is sweeping across the country to make students and educators more mindful of their learning and their teaching. It is flying right in the face of high-stakes testing and assessment, but is it really setting the stage for the ultimate battle of Man vs. Machine?
Studies throughout the world are demonstrating that mindful students are taking control of their learning, their emotions, and their general state of wellness, improving their communities and strengthening their independence as a result.
In a paper just published in the British Journal of Psychiatry (20 June 2013), “Effectiveness of the Mindfulness in Schools Programme: Non-Randomised Controlled Feasibility Study,” researchers concluded that “the degree to which students … practiced the mindfulness skills was associated with better well-being and less stress.”
Programs like Mindfulness in Schools are changing the culture of our classrooms and are empowering our students to be mindful learners, aware of their own learning styles and practices.
What is School Mindfulness?
Being mindful in school (a strategy for both teachers and students) is simple to practice, yet it is often neglected because of the pressures of assessment, placement, and evaluation. Because of the overwhelming pressure placed on schools to produce positive and high-ranking data, it is easy to lose the focus on the individuals comprising the data.
The principles of being mindful are easy to learn and to put into practice, even before the first day of school arrives. The definition of awareness, as given in “The Awareness Principle” by Peter Wilberg, can be easily applied to any education setting. As you read this summary of Wilberg’s findings, be mindful of the classroom setting you are familiar with and how mindfulness can empower teachers and students.
We have the power to be aware of our thoughts and feelings, of the way we express them, of the way they affect our bodies and our behavior. We have the power to be mindful of the way they lead us to act and react to others, of the way they color our view of the world, and of the way they affect our sense of ourselves. Awareness of our feelings and thoughts is not itself a feeling or thought, nor is it by itself anything bodily or mental; like space, it embraces and transcends each and every thing we are aware of. It creates space for clearer thoughts to arise, along with a new sense of ourselves.
When teachers and students enhance their self-awareness in the classroom, they make a decision to bring greater focus and meaning to their work, thus becoming more accountable for the purpose and intent of their actions.
Can Mindfulness and High-Stakes Testing Co-Exist?
It is easy to place mindfulness and high-stakes testing as polar opposites, making it seem like there is some difficult choice to make: either be mindful and aware of your experience in the classroom, or succumb to the machination of uniformity in a curriculum that continues to limit individuality.
I argue that practicing mindfulness in the classroom is a win-win scenario, both for you and for the school system. As more studies continue to demonstrate a correlation between mindfulness and wellness, students and teachers with reduced anxiety and greater focus can engage in the rigorous curricular activities while maintaining a “What’s In It For Me” (WIIFM) attitude.
At the very least, this awareness makes classroom content more relevant and applicable to individuals, giving greater reason for them to be engaged more meaningfully.
Over time, practicing mindfulness in the classroom will lead to an application of the WIIFM experiences to long-term goals that align with authentic career choices. Individuals will be devoting their time in their teens and well into adulthood engaged in meaningful work and charitable acts.
It seems like a no-brainer to students, teachers, and administrators: mindfulness is an empowering strategy for success, and integrating opportunities for students to be aware of their learning in the classroom makes perfect sense for now and our future, where our communities are filled with individuals who are actually living an inspired life, aligned with who they really are.