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Mindfulness Is When 'You Don't Think at All, You Just Do Whatever You Want without Thinking of the Consequences': Reframing Mindfulness in a Third-Grade Classroom

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Title: Mindfulness Is When 'You Don't Think at All, You Just Do Whatever You Want without Thinking of the Consequences': Reframing Mindfulness in a Third-Grade Classroom
Language: English
Authors: Emily Colwell
Source: Networks: An Online Journal for Teacher Research. 2024 25(2).
Availability: New Prairie Press, Kansas State University Libraries. 137 Hale Library, Manhattan, KS 66506. e-mail: nppress@ksu.edu; Web site: http://newprairiepress.org
Peer Reviewed: Y
Page Count: 26
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Early Childhood Education
Elementary Education
Grade 3
Primary Education
Descriptors: Grade 3, Metacognition, Student Attitudes, Teacher Attitudes, Intervention, Classroom Environment, Student Welfare, Relaxation Training
ISSN: 2470-6353
Abstract: This study explored the influences that five minutes of daily mindfulness activities had on third-grade students in a math and science classroom, as well as both student and teacher perceptions of the mindfulness activities. The researcher implemented five minutes of a mindfulness activity daily during a three-week period. Data collection methods included pre-and-post surveys, observations with field notes, student artifacts, and student and teacher interviews. Four major themes emerged including better understanding of what mindfulness is, the role school and home play, provided structure and quiet calmness, and behaviors stayed consistent. While behaviors stayed consistent, students left the intervention with a better understanding of mindfulness and additional calming and refocusing strategies. The mindfulness intervention also showed to have created a calming environment that allowed students to better concentrate.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1446709
Database: ERIC
FullText Text:
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  Data: New Prairie Press, Kansas State University Libraries. 137 Hale Library, Manhattan, KS 66506. e-mail: nppress@ksu.edu; Web site: http://newprairiepress.org
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  Data: This study explored the influences that five minutes of daily mindfulness activities had on third-grade students in a math and science classroom, as well as both student and teacher perceptions of the mindfulness activities. The researcher implemented five minutes of a mindfulness activity daily during a three-week period. Data collection methods included pre-and-post surveys, observations with field notes, student artifacts, and student and teacher interviews. Four major themes emerged including better understanding of what mindfulness is, the role school and home play, provided structure and quiet calmness, and behaviors stayed consistent. While behaviors stayed consistent, students left the intervention with a better understanding of mindfulness and additional calming and refocusing strategies. The mindfulness intervention also showed to have created a calming environment that allowed students to better concentrate.
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